**Author details**

The rapid evolution of ICTs has created opportunities for networking environments with enormous amounts of information. In this scenario, people can easily find everything that interests them, favoring the use of these tools in several sectors, including teaching, research,

The teaching of content in the area of exact and land sciences is undergoing changes in several aspects. This is the content presented and its relation to other contents of other areas, such as polytechnic teaching, as well as in its presentation to students, such as video lessons, computer applications, and new hardware, such as high‐resolution screens and or Arduino. These new resources are being inserted in the educational context and, as observed within schools, are still subject to controversy and little use; this has been occurring for several reasons, from the lack of teacher training to the economic factor; but one of the main causes

In this context, there remains a gap to be filled with new research that seeks to solve these

Thus, we are led to think of some disciplines that are the main causes of this controversy, as well as the low motivation of the students; we can observe this in the exact sciences, as well as the use, or lack, of technologies to encourage students in the study of these disciplines.

The use of technology in education is not restricted only to computer, pen, whiteboard, and slide projector, for example, other technologies, that already are or may be inserted in the classroom, can also be considered. But what is most striking is the computer "because it is a tool not only of classroom study, but also a tool of work after school" and is still the great

Another problem commonly encountered in high school classrooms is the teaching of the Physics, which is often a problem for teachers, and it is common sense among students that the discipline is difficult. It is also noted that Physics is not very appealing to high school students, mainly because of the difficulties presented to them while studying, causing serious problems to the students in the course of their academic life, even after entering university.

Computation, as a teaching and learning tool, has been developing throughout this century, with enormous advances in the area of software, such as implementations in the area of scien-

The evolution of concepts and new products in the area of hardware has also brought advances in teaching, but not all of these products are positively associated with the conceptual part,

One of the questions about computing resources in schools that has been extensively debated is that, in addition to the obvious lack of trained human resources, the lack of application of these computational resources available in schools makes these resources idle. And this lack coupled with the lack of preparation of human resources in schools (not to say clearly of the teacher) ends up harming the application of harder contents to the detriment of an easy visu-

problems, collecting real data, and presenting more appropriate solutions and tools.

responsible for the doubts and inquiries of most teachers of basic education.

tific visualization and in the development of computational calculations.

both in terms of content to be taught and teaching itself.

alization of the same with the aid of the ICTs.

and extension, thus recreating new models of interaction between humans.

is the lack of pedagogical innovation in educational systems.

4 Science Education - Research and New Technologies

Antonio Vanderlei Dos Santos\* and João Carlos Krause

\*Address all correspondence to: vandao@urisan.tche.br

Universidade Regional Integrada do Alto Uruguai e das Missões (URI), Brazil

**Provisional chapter**
