Videoanálise de desenhos animados: uma maneira alternativa para se introduzir a cinemática

Abstract

The understanding of kinematics concepts and the interpretation of graphs are frequent challenges faced by students in the study of Physics. Often, the difficulty in visualizing and analyzing one-dimensional motions compromises the effective learning of these concepts. This study aims to present a didactic proposal that uses video analysis applied to cartoons as a tool to aid in the description and understanding of one-dimensional motions. Thus, this research seeks to propose a method to facilitate the interpretation of kinematic graphs and promote meaningful learning for students, based on David P. Ausubel's theory (2012). The proposal consists of implementing a didactic sequence distributed over six 50-minute lessons in a second-year high school class at a public school. The first three lessons introduce the study of motion, beginning with the discussion of stroboscopic photographs followed to the video analysis of a real motion. In the next three lessons, two scenes from the Road Runner and Wile E. Coyote animation are analyzed, during which students revisit relevant aspects of the experimental activity and the fundamental principles of kinematics. The results indicate that students showed up to a 60% improvement in questions related to graph interpretation, displacement, and distance traveled after the implementation of the didactic sequence. The experience demonstrated that video analysis using the Tracker software is an effective tool for developing activities involving the interpretation of kinematic graphs. The proposal not only facilitated the understanding of fundamental kinematics concepts but also contributed to more meaningful and engaged student learning.