Creating Assistive Technologies for Teaching Geometric Optics: a practice based on the skills of Computational Thinking and Design Thinking

Abstract

This article discusses the application of computational thinking skills in the development of adapted educational resources that enable the learning of Physics for blind students. The experience took place in the IF Maker space of IFAM - (CMC), aiming to develop adapted resources (Assistive Technologies) focused on the teaching of geometric optics, a tactile educational resource that should be used by teachers to assist blind students in understanding phenomena that occur with light, stimulating and allowing their participation, as well as contributing to critical thinking and inclusion. Methodologically, the research utilized a qualitative approach with a basic nature, having descriptive research objectives and bibliographic research procedures. To guide us in this practice, in terms of learning, we adopted an active, collaborative, and innovative methodology of Design Thinking (DT) in three stages (Immersion, Ideation, and Prototyping). The practice was initially developed in the Auto laser program and later in the CNC machine, allowing us to achieve conceptual learning about computational thinking and the development of basic skills such as (algorithms, abstraction, decomposition, pattern recognition, iteration, debugging, and generalization). During the practice, it was possible to identify and record the skills of computational thinking in order to promote awareness of our learning process and contribute to reflections on the incorporation of Assistive Technologies in teaching Physics, promoting the breaking of barriers to ensure that everyone has access to education equitably, respecting the diversity and needs of each individual.