ABORDAGEM EXPERIMENTAL BASEADA NA TEORIA CONSTRUCIONISTA PARA O ESTUDO DO EFEITO FOTOVOLTAICO UTILIZANDO UM DISPOSITIVO DE RASTREAMENTO SOLAR COM ARDUÍNO

Abstract

to install photovoltaic systems still represents a significant barrier. This dissertation proposes developing and applying a low-cost solar tracking device controlled by Arduino as a pedagogical tool for teaching Physics at the high school level. The main objective is to make the study of solar energy more accessible, practical, and engaging, combining theory and practice through a constructionist approach. The developed device integrates light sensors (LDRs) and motors that allow it to follow the Sun's apparent movement, optimizing energy capture throughout the day and making it possible to replicate the system in educational settings. The research was conducted with 2nd-year high school students from a full-time public school in Paço do Lumiar, Maranhão. The adopted methodology was qualitative and participatory, involving theoretical lessons, collaborative construction of the prototype, programming with Arduino, and data analysis collected through questionnaires, observations, and student reports. The results indicated that the didactic proposal significantly impacted student learning, promoting engagement, autonomy, motivation, and a deeper understanding of scientific concepts related to solar energy, the photovoltaic effect, and automation. The data analysis, grounded in Seymour Papert’s constructionist theory, showed that the active construction of knowledge through experimentation contributed to a more meaningful, contextualized, and lasting learning experience. The implementation of the project not only facilitated the understanding of physical concepts but also helped develop practical and socioemotional skills among the students, such as cooperation, resilience, and critical thinking. The experience demonstrated that when integrated into the school curriculum, practical and contextualized activities can make Physics teaching more attractive and relevant.