INTEGRATION OF ROBOTICS IN TEACHING PHYSICAL CONCEPTS: EXPLORING THE INTERACTION BETWEEN AUTOMATION AND PRINCIPLES OF PHYSICS

Abstract

This study addresses the integration of robotics into the teaching of physical concepts as a way to bring Physics closer to everyday school life, making content that is often abstract more concrete through activities involving automation, programming, sensors, and actuators, thereby fostering active learning and the construction of meaning. The general objective was to analyze how educational robotics can contribute to the understanding of physical concepts by exploring the interaction between automation and the principles of Physics, considering its potential to support the comprehension of topics such as motion, forces, energy, and electricity through problem-based situations. The study is justified by the need to improve pedagogical practices that increase student engagement and strengthen conceptual learning, offering more investigative methodological paths connected to contemporary technological languages, without reducing robotics to a merely instrumental use. The methodology adopted was bibliographic research with a qualitative approach, based on the survey and critical analysis of academic publications on educational robotics, automation, and Physics teaching, organizing the findings into thematic categories related to didactic strategies and implementation conditions. It is concluded that robotics, when used with pedagogical intentionality, can enhance the understanding of physical concepts by linking theory and practice and encouraging student protagonism, experimentation, and argumentation, although its effectiveness depends on factors such as teaching planning, training, infrastructure, instructional time, and assessment approaches that value the learning process.