USING ARDUINO TO TEACH ELECTRICITY: A CASE STUDY WITH EJA STUDENTS FROM THE PERSPECTIVE OF MEANINGFUL LEARNING
DOI:
https://doi.org/10.63330/armv1n5-002Keywords:
Arduino, Meaningful learning, Physics teaching, Youth and Adult Education, ElectricityAbstract
The use of accessible technologies in Physics education has proven to be an effective alternative to promote meaningful learning, especially in Youth and Adult Education (EJA). This article aims to analyze, through a qualitative case study, the effects of implementing a didactic sequence using the Arduino platform in the teaching of electricity in an EJA class. Data were collected through diagnostic questionnaires, direct observations, practical activities, and post-tests, all analyzed based on David Ausubel’s Theory of Meaningful Learning. The results indicate that the use of Arduino enhanced student engagement, the re-signification of abstract concepts such as electric current, voltage, and resistance, and the strengthening of academic self-esteem. It was also found that learning was enhanced by valuing students’ prior knowledge, contextualizing content, and incorporating practical experimentation. It is concluded that the combination of active methodologies, educational technologies, and the principles of meaningful learning represents a powerful strategy for Physics teaching in EJA, contributing to a critical, autonomous, and socially relevant education.
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Copyright (c) 2025 Gene Clebson Apolinário Santos, José Vicente Cardoso Santos (Autor)
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