USE OF COMPUTER SIMULATIONS AS A DIDACTIC TEACHING AND LEARNING STRATEGY OF THE TOPIC “PHOTOELECTRIC EFFECT”: CASE STUDY; [USO DE SIMULAÇÕES COMPUTACIONAIS COMO ESTRATÉGIA DIDÁTICA DE ENSINO E DE APRENDIZAGEM DO TÓPICO “EFEITO FOTOELÉTRICO”: ESTUDO DE CASO]; [USO DE SIMULACIONES POR COMPUTADORA COMO ESTRATEGIA DIDÁCTICA DE ENSEÑANZA Y APRENDIZAJE DEL TEMA “EFECTO FOTOELÉTRICO”: ESTUDIO DE CASO]

Introduction: The research is based on scientific facts from articles that discuss didactic strategies used in the teaching and learning of the photoelectric effect based on the use of computer simulations. Objective: To develop an effective strategy for using computer simulations to teach the topic of the “Photoelectric Effect” to improve student learning. Methods: The study was carried out in a Public Secondary School located in Inharrime District, southern Mozambique. For data collection, both qualitative and quantitative research was conducted, involving a sample of forty (40) 12th-grade students divided into four groups of ten students each. One group was a control group, while the other three were experimental groups, where the proposed methodological strategy was applied based on performing laboratory activities followed by a computer simulation. A pre-test was administered to all four groups to assess the student's initial level of knowledge, and a post-test was given to evaluate the contribution of the laboratory activities and the computer simulation to the student's learning of the topic "photoelectric effect." Results: The results of this study show that the use of computer simulations, whether combined with a laboratory experiment or not, contributes to more effective learning of the topic "photoelectric effect.” Conclusion: According to the results of this research, a combination of laboratory experiments with computer simulations is recommended as an alternative pedagogical practice since this approach facilitates students' understanding of the content, leading to more meaningful learning. © 2024, Polytechnic Institute of Viseu. All rights reserved.