THE MEDIA AS AN ADJUVANT IN THE AREA OF PHYSICS IN PROFESSIONAL TRAINING COURSES
This paper aims at analysing the qualitative relevance as well as the pedagogical effects of the impact of information and communication technologies -- using the Moodle platform, the computer and multimedia applications -- on the learning of young learners attending modular presential learning, here substantiated as a case study in the area of Physics, focusing more on Optics, as part of the teaching of professional training courses.
It also intends to seek qualitative improvement possibilities in this specific kind of education, which is considered urgent in view of the situation in Portuguese education today and the demands of contemporary society, but which presents temporal limitations as well as a lack of availability to individually and effectively follow the progress of young learners who need to achieve success in modules which they have previously failed.
The study points out the relevance of the pedagogical -- behavioural as well as cognitive -- effects on the success observed in young learners results due to ICT and multimedia applications in the modular presential learning and, more specifically, in the learning of Physics as part of the teaching of professional training courses. This success is particularly relevant concerning the motivation increase in the topics studied, the understanding of physical phenomena, new skills development, alternative learning management -- both on the part of the teacher and the learner --, the achievement of success in modules which learners have previously failed and, consequently, the increase in the success rate of learners and the fight against academic failure and school drop-outs.
It is urgent, thus, to make the best of the potentialities of new technologies in order to meet young learners’ needs and interests as well as to mitigate the temporal limitations inherent to modular presential education.
KEYWORDS: ICT; multimedia; professional training courses; modular system; physics; optics.