A importância das tecnologias digitais enquanto recurso metodológico para o ensino médio em química
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Tipo
TCC
Data de publicação
2020-12-09
Periódico
Citações (Scopus)
Autores
Martino, Pietro Carrillo De
Orientador
Lopes, Ana Lucia de Souza
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Resumo
O presente artigo traz uma pesquisa de campo etnográfica, na intenção de elucidar dados e perspectivas docentes acerca do uso da sala de aula invertida e gamificação no ensino de Química a nível de ensino médio. Com esse objetivo em pauta, aliado aos referenciais teóricos e metodológicos de Kenski (2003) e Ausubel (2000), principais autores levados em consideração sobre a tecnologia na educação, a investigação de caráter qualitativo, buscou compreender por meio de entrevistas, questionários e anotações pessoais, quais o os fatores positivos e negativos no uso de metodologias ativas aliadas a recursos digitais para o aprendizado de conteúdos de Química. Através dos resultados obtidos com este projeto, foi possível esclarecer a óptica do aluno e do educador com tais metodologias, e como as mesmas apresentaram um impacto geral positivo para ambas partes.
The following article is an ethnographic field study, whose intent is to elucidate teaching perspectives and its accompanying data in regards to the use of gamification and flipped classroom techniques on high school level. With this goal in mind, by utilizing the methodological and theoretical principles of Kenski (2003) and Ausubel (2000), the main references consulted concerning the use of technology on education, the present investigation, done in a qualitative manner, seeks to shed light to the matter at hand by means of interviews, questionaries and personal notes. In doing so, the present work weighs in on which factors of the studied methodologies are positive or negative when adapting digital means in the teaching of Chemistry. Through the results obtained with this project, it became possible to understand the viewpoints of both student and teacher, and, furthermore, it allowed for an overview on how these techniques performed positively for both parties involved.
The following article is an ethnographic field study, whose intent is to elucidate teaching perspectives and its accompanying data in regards to the use of gamification and flipped classroom techniques on high school level. With this goal in mind, by utilizing the methodological and theoretical principles of Kenski (2003) and Ausubel (2000), the main references consulted concerning the use of technology on education, the present investigation, done in a qualitative manner, seeks to shed light to the matter at hand by means of interviews, questionaries and personal notes. In doing so, the present work weighs in on which factors of the studied methodologies are positive or negative when adapting digital means in the teaching of Chemistry. Through the results obtained with this project, it became possible to understand the viewpoints of both student and teacher, and, furthermore, it allowed for an overview on how these techniques performed positively for both parties involved.
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Palavras-chave
metodologias ativas , tecnologias no ensino de química , gamificação , active methodologies , technologies in the teaching of chemistry , gamification