Inclusive kinematics

Abstract

In this article, we present a part of a master’s thesis, containing results of a didactic sequence on kinematics developed for a regular high school class with simultaneous care of students with and without visual impairment. For that, it was used as theoretical foundation Vygotsky’s cultural-historical theory and principles of the multisensorial didactics and universal design for learning (UDL). The COVID-19 pandemic promoted some extra challenges for the application of the developed product; it was necessary to split the application into three different moments, both first and second at a public high school and the third at the Mato Grosso Institute for Blind People (Instituto dos Cegos do Estado de Mato Grosso – Icemat). The didactic sequence was divided into six lesson plans and, in an attempt to break pedagogical barriers so present in traditional didactics, multisensory equipments were made for each of them. These equipments were used in the mediation process of the main concepts of kinematics and for a better understanding of the worked equations. For the last lesson plan, an experimental apparatus was built using the Arduino© platform for the acquisition of temporal data of a billiard ball in uniformly varied rectilinear motion on an inclined plane. In the qualitative and quantitative analyses of the results, the teaching sequence and equipment built effectiveness was evidenced, since visually impaired students were on an equal footing in the knowledge construction process.