Use of simulations in 2016, which

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Was evidenced by the number of publications on the subject. However, it can be highlighted that in subsequent years there was a variation in percentages, indicating a possible decrease in the focus on simulations as a teaching strategy. This variation may have occurred due to several factors, such as the use of other pedagogical resources, changes in the subject of research interest or the availability of other alternative resources. This result may suggest a need to seek new teaching strategies in order to stimulate students' interest and active participation during the teaching-learning process. The analysis of the studies carried out shows that the PhET simulator is the main type of simulation used as a teaching resource in physics teaching, representing 30.8% of.

The studies found (ARAÚJO et al., 2015; DOMINGOS; TEIXEIRA, 2022; SILVA; SOUSA MELO, 2016; SOARES; MORAES; OLIVEIRA, 2015). The wide use of PhET can be attributed Phone Number List to factors such as its ease of use, its free availability and its possibility of customization by the teacher to suit the needs of students and subjects, proving to be one of the effective tools in teaching-learning process (NAJIB; MD-ALI; YAACOB, 2022; AJREDINI; ZAJKOV; MAHMUDI, 2012; ABDULLAH; SHARIFF, 2008). Furthermore, it is interesting to highlight that the choice of the most appropriate simulator for each teaching situation must be done carefully, considering the characteristics of the students and the subject, as well as the availability and accessibility of the resources used.



Studies show that simulations can improve physics teaching, making it more interactive and enabling an understanding of physical principles (ARAÚJO et al., 2015; SOARES; MORAES; OLIVEIRA, 2015). These results corroborate other studies that point out the benefits of implementing simulators in physics teaching (ARISTON et al., 2022; DOMINGOS; TEIXEIRA, 2022; SANTOS et al., 2016). Therefore, it appears that this approach can be advantageous for students who have difficulty understanding abstract concepts or who do not have access to laboratory equipment. The use of simulators in teaching physics is a methodology that has been widely used in recent years. However, it is important to emphasize that these resources should be used as a complement and not as a replacement for a practical or traditional class.