Ambiente virtual de aprendizagem: possibilidades e desafios no ensino de química
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Data
2016-05-03
Autores
Orientador
Marchi, Miriam Ines
Banca
Marchi, Miriam Ines
Braibante, Mara Elisa Fortes
Rehfeldt, Márcia Jussara Hepp
Pino, José Cláudio Del
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Resumo
A busca pela melhoria dos processos de ensino e de aprendizagem no componente curricular de química justifica a necessidade de o professor utilizar diferentes estratégias pedagógicas. Neste trabalho, investiga-se uma prática pedagógica desenvolvida durante o primeiro semestre letivo de 2014, com estudantes de uma turma de segundo ano de ensino médio, de uma escola pública do município de Alegrete – RS. Objetivando investigar a contribuição do ambiente virtual de aprendizagem (AVA) PBwork para a melhoria dos processos de ensino e de aprendizagem no componente curricular de química, foi implementado como estratégia de ensino e de aprendizagem, uma página no ambiente virtual de aprendizagem, que se constituiu no problema central analisado. Coletivamente, foram elaboradas e executadas sequências de atividades no PBwork, para monitorar o desenvolvimento das atividades e possíveis dificuldades enfrentadas pelos estudantes, bem como para analisar a potencialidade de um AVA no processo de ensino e aprendizagem. Aulas expositivas e dialogadas, experimentos em laboratório, simulações no PhET (Interactive Simulations for Teaching and Learning Physics) e resolução de exercícios também foram empregados para abordar os conceitos de soluções. Atividades em sala de aula, no laboratório de química e de informática, mapas conceituais pré e pós-atividades construídos no Cmap tools, postagens no AVA e entrevistas foram os meios para diagnosticar qualitativamente a avaliação da prática pedagógica. Autores como Ausubel, Moreira e Novak fundamentam a concepção teórica da pesquisa de caráter qualitativo, no que tange aos processos de ensino e aprendizagem, tal como ela ocorre em sala de aula, partindo dos conhecimentos prévios dos estudantes. A partir das metodologias empregadas, foi possível constatar um crescimento potencial dos conceitos relacionados às soluções, evidenciando que as metodologias utilizadas proporcionaram aprendizagem significativa. Nas entrevistas, os estudantes informaram que a alternativa metodológica fez com que percebessem a química sob uma ótica diferente. O incentivo à participação e à reflexão com interação de todos promoveu maior interesse e gosto pelo componente curricular. Os resultados deste estudo evidenciam que é possível que práticas pedagógicas que utilizam o AVA podem ser instrumentos de aprendizagem que diversificam e potencializam métodos tradicionais de ensino.
The searching for better teaching and learning process in the chemistry subject justifies the necessity of the professors use different pedagogical strategies. In this job, the pedagogical practice was developed in the first semester of 2014, with students from the high school second grade, from a public school in Alegrete – RS. With the purpose to investigate the virtual learning environment PBwork, its use in the improvement of the chemistry subject teaching and learning. It was implemented a webpage as a teaching and learning strategy. In a collective participation, it was elaborated and executed an activity sequence in the PBwork that served to monitor the activities development, possible difficulties faced by the students and analyze the AVA potential in the teaching and learning process. The expository and dialogued classes, PhET (Interactive Simulations for Teaching and Learning Physics) simulations and exercises resolutions were also used to talk about solutions. Activities in the classroom, in the chemistry and computer science lab, conceptual maps pre-and post- activities in the Cmap tools, AVA postings and interviews were the ways to diagnose qualitatively the pedagogical practice evaluation. Authors as Ausubel, Moreira and Novak substantiated the theoretical qualitative search according to the teaching and learning process, as well it happens in the classroom, starting from the previous knowledge that the students show. From the used methodology, it was possible to note a potential growth in the concepts related to the solutions, showing that the used methodologies provided a significant learning. In the interviews, the students informed that the methodological alternative showed them a new aspect to perceive the chemistry. The participation and reflection incentive, with the interaction of all, promoted much more interesting and motivation by the chemistry subject. Based in the results of this study, it was possible to observe the pedagogical practice like this, using an AVA, can be a learning instrument that diversifies and enhances the traditional methods used.
The searching for better teaching and learning process in the chemistry subject justifies the necessity of the professors use different pedagogical strategies. In this job, the pedagogical practice was developed in the first semester of 2014, with students from the high school second grade, from a public school in Alegrete – RS. With the purpose to investigate the virtual learning environment PBwork, its use in the improvement of the chemistry subject teaching and learning. It was implemented a webpage as a teaching and learning strategy. In a collective participation, it was elaborated and executed an activity sequence in the PBwork that served to monitor the activities development, possible difficulties faced by the students and analyze the AVA potential in the teaching and learning process. The expository and dialogued classes, PhET (Interactive Simulations for Teaching and Learning Physics) simulations and exercises resolutions were also used to talk about solutions. Activities in the classroom, in the chemistry and computer science lab, conceptual maps pre-and post- activities in the Cmap tools, AVA postings and interviews were the ways to diagnose qualitatively the pedagogical practice evaluation. Authors as Ausubel, Moreira and Novak substantiated the theoretical qualitative search according to the teaching and learning process, as well it happens in the classroom, starting from the previous knowledge that the students show. From the used methodology, it was possible to note a potential growth in the concepts related to the solutions, showing that the used methodologies provided a significant learning. In the interviews, the students informed that the methodological alternative showed them a new aspect to perceive the chemistry. The participation and reflection incentive, with the interaction of all, promoted much more interesting and motivation by the chemistry subject. Based in the results of this study, it was possible to observe the pedagogical practice like this, using an AVA, can be a learning instrument that diversifies and enhances the traditional methods used.
Descrição
Palavras-chave
Ambiente virtual de aprendizagem; Ensino de química; Aprendizagem significativa
Citação
KÄFER, Giovana Aparecida. Ambiente virtual de aprendizagem: possibilidades e desafios no ensino de química. 2015. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 30 jul. 2015. Disponível em: http://hdl.handle.net/10737/973.