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This paper presents, initially, different frameworks about the interface Technology and Science into the educational context, followed by the report of three independent experiences related to the study of the use of computer modelling in Science teaching. These experiences, focusing on knowledge, not on technology, happened in a specific moment when the striking advance of computer technology brought computers into classrooms. Subsequently, it is presented a report about the development of a research program about the infusion of computer environments in Physics teaching based on the use of quantitative, semi-quantitative and qualitative computer modelling environment into the Brazilian context [ABSTRACT FROM AUTHOR]

The use of Information and Communication Technologies (ICT) in Physics education incites increasing interest, either by their actual use in formal educational, or by the growing in research activities in the field. The critical use of ICT can corroborate more effective learning and, in addition, enhance opportunities for educational processes that focus on empowerment and autonomy by combining academic quality and free technologies. In this regard, we point out the importance of developing significant laboratory experiments for Physics courses that combine free technologies, quality, flexibility, and low cost so that they are compatible with Brazilian educational reality. This paper presents the software Tracker, which allows students to easily use video analysis to film experiments, and treat experimental data. Video analysis allows students to become active agents in performing experimental activities, and it is useful for the development of unstructured lab activities in Physics education, such as Predict-Observe-Explain (POE). Another of Tracker's important features is that, as it is maintained by the free software community, it opens up the possibility for its users to interact with the software so as to produce modifications and adaptations in order to suit their educational needs. This important feature unbinds teachers and students of "black boxes" and of proprietary Physics experiments kits. The experimental activities described herein, parabolic motion and Newton's second law, validate Tracker as a useful ICT in Physics education for it is compatible with typical laboratory classes. It also presents good potential for students to unfold skills and abilities that are important in the treatment of experimental data and in the description of physical phenomena. The authors' experience in using Tracker indicates that even novice users can quickly learn how to use the software; moreover, it promotes learning improvement, motivation and critical thinking among students. [ABSTRACT FROM AUTHOR]

Sound production on musical instruments is a fundamental referent for the acoustics teaching in secondary and higher education. One main feature found amid established models for approaching acoustical phenomena in Physics is linearity. Indeed, researches in the field of musical acoustics indicates that most musical instruments involve fundamentally nonlinear processes without which one can not understand the operation of these instruments. In this paper, we contribute to the discussion of acoustical phenomena in teaching Physics, approaching the limits of the hypothesis of linearity in musical acoustics from a specific instrument: the transverse flute. We discuss the acoustic wave equation (the equation that governs the propagation of sound waves in fluids such as air), highlighting the assumptions that underpin this equation and its validity. In fact, the validity of acoustic wave equation is closely related to the question of linearity on acoustical phenomena. Finally, we discuss the technique of excitation of the transverse flute (embouchure) to find it an essential nonlinearity involved in producing sound with this instrument. We believe that this discussion is a contribution to the refinement of the established models in approaching acoustical phenomena in higher education. [ABSTRACT FROM AUTHOR]