Digital Information and Communication Technologies in PhysicsTeaching: A systematic review in the context of Emergency Remote Teaching

Abstract

This article presents a Systematic Literature Review (SLR) in theses and dissertations, which sought to analyze didactic experiences in the Physics discipline at high school level that used Digital Information and Communication Technologies (DICT) in the context of Emergency Remote Teaching (ERT) in the period of the Covid-19 pandemic. The search for the works was carried out through the CAPES theses and dissertations portal. We found 37 works that met the research criteria, defended in the years 2020 and 2021. We sought to analyze the main digital resources present in the experiences and which ways to use the DICT for the teaching of curricular topics of Physics. From the reading of the research, it was possible to establish four categories related to the way of using the DICT that allowed the classification of the works, they are: 1) Experimental activities; 2) Simulation of physical phenomena; 3) Content creation 4) Programming and Robotics. The analysis of the works allowed us to conclude that the DICT were used not only as a form of communicational mediation, which in this case was essential for the maintenance of classes in the context of the pandemic, but that the resources also directed the methodological elements of the teaching proposals, showing that there was a dialogue between aspects related to content, pedagogy and technology. Finally, the role of teachers in the use of DICT in the context of the pandemic is highlighted, as they assume the leading role not only in the creation of content but also in the management of the entire teaching process.