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and audio explanations. The student could control
the simulation with a play/stop button. During the
presentation, the student only watched the simula-
tion, that's the reason why we called the expositive
simulation. This simulation was chosen for this
purpose because it has a good graphics quality,
correct explanation of the theory involved, and it
was a method of presentation close with the bank-
ing education described above, since it was no
interactive with the student in the learning process.
The interactive simulation is the electrochemistry
Applet developed through the opinion of QTG
professors at University of São Paulo. The student
can interact with the simulation, changing the value
of different variables. For that reason we called
it the interactive simulation. In the application of
this simulation, the student received an activity
itinerary, where each step was an interaction of
the simulation. In some cases, for example, the
student had to verify the changes that occur when
a variable, like temperature, changed from 100
degrees Celsius to 200 degrees.
The idea was to apply both simulations and
compare the teaching methodologies, according to
Freire, the banking education and the emancipa-
tory education. The first simulation applied was
the expositive and then the interactive. In the end,
a questionnaire was applied to know the reactions
of the students. The questionnaire was composed
of multiple answer questions, and some of those
questions could have more than one answer and
an open field for commentaries.
The first two questions had the intention of
identifying the group, to know them better.
C. Yes, for two years.
D. Yes, for more than two years.
In Brazil there is a big difference in quality of
teaching when you compare the public and the
private school systems. With few resources, the
public schools don't have the proper infrastructure,
and in most cases, they don't have computers for
the students do their researches, papers or to use
computer simulations in the teaching process. Is
Brazil there are also what we called pre-college
schools. They are a preparatory school for the
students that are going to take the college entry
exams.
Questions 3 and 4 were made to check the
previous experiences that the student had with
computational simulations. In the following
questions, the students are asked about the qual-
ity of the simulation, so it's necessary to know
the previous experiences they had with those. A
student that came from a private school, and were
in contact with various simulations, will have a
different opinion from the ones that never saw a
computational simulation before.
•
Question 3: Have you ever used a compu-
tational simulation related to your school
contents?
A. Never.
B. Once only.
C. More than once.
•
Question 4: In what discipline?
A. Physics.
B. Chemistry.
C. Math.
D. Others.
E. Never used a computational simulation
before.
•
Question 1: In what kind of high school did
you study?
A. Public.
B. Private.
•
Question 2: Did you go to a pre-college
school?
A. No.
B. Yes, for one year.
The other six questions deal with the application
of the simulation. The question 5 makes a comparison
between both simulations. Questions 6 and 7 evaluate
what points of the simulations could be improved.
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