Navegando por Assunto "Aprendizagem ativa"

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Acesso aberto (Open Access)
Plataforma Rumo: um ambiente interativo para aprendizagem baseada em projetos no ensino superior
(Universidade Federal do Pará, 2020-09-28) OLIVEIRA, Fransuze dos Santos; LOPES, Suzana Cunha; http://lattes.cnpq.br/9267654589941610
This work aimed to design a prototype of an interactive platform that facilitates the use of the Project Based Learning (ABPj) approach in higher education. As theoretical references, we are based on studies and reflections on conceptions and principles of Project-Based Learning, Active, Meaningful and Collaborative Learning, theories about the construction of knowledge from experience, interaction with others and with the world, the autonomy of the educating, throughout its metacognition process. For the construction of the prototype, qualitative research was carried out, with the creation of instruments and workshops to build the product's functionalities. Among the most relevant points are the understanding of the applicability of the ABPj approach, the critical points from the perspective of teachers and students and which are the most important functionalities, in addition to the construction of specific tools for planning and monitoring the approach. Another important point was the realization of courses on the ABPj approach to enable its understanding and application in a clear way, with the visualization of a step by step and, thus, the systematization of teaching from the approach in question. As a result of the research, it was possible to obtain a) the identification of critical points for the application of the ABPj approach; b) the systematization of teaching and assessment planning in the ABPj approach; c) the construction of a platform prototype, including screens and functionalities, which, as an interactive tool, contemplates the systematization of the previous item. The main conclusions are: a) the application ABPj, as a teaching and assessment approach, requires a clear understanding of teachers and students and, therefore, the organization of the teaching-learning process is fundamental; b) the platform as a digital tool will allow data collection that will serve as a basis for countless analyzes, making the teaching, evaluation and learning process a living system in constant improvement based on the identification of the results of previous practices.
Acesso aberto (Open Access)
Proposta de ensino investigativo em Educação Ambiental no Ensino Médio utilizando robótica e espaços não formais de aprendizagem
(Universidade Federal do Pará, 2020-10) COSTA, Luciana Monteiro da; LEMOS, Jussara Moretto Martinelli; http://lattes.cnpq.br/5264841936875017; https://orcid.org/0000-0001-9646-4763; XAVIER, Luciana Pereira; http://lattes.cnpq.br/6207860145204571; https://orcid.org/0000-0002-0913-8765
ABSTRACT Water as an important element for life maintenance and biological balance is a complex subject matter and demands a contextualized and interdisciplinary approach from the teacher. The knowledge connection to real situations and technology usage is requirement for the current formation of High School students, together to challenges of pedagogical practice. The same way it is a challenge for us to change the teaching and learning paradigm when they are active methodological proposals for learning, inserting the student in the center of this process in an active way and with recognized gains in motivation and learning. The main focus of this research was to survey and analyze the applying of a pedagogical proposal using educational robotics as an integrative and motivational tool studying The Water to promote environmental education in an investigative approach to a tributary of Murucupi River placed around Eduardo Angelim School in the town of Barcarena, North of Brazil, including the production and validation of a didactic script for High School Biology teachers. The investigative activities were made in order to contribute not only for teaching practice, but also for social interaction, motivation for knowledge building and to solve challenges, autonomy and communication, making the students paying attention around the school. The research methodology was made according to a quantitative approaching together to a qualitative one. Starting from an integrated view of the environment and the previously shared studies, the students were challenged to think about ways to construct a robot that was base for electrodes to check the temperature, turbidity and water pH from Murucupi River and from school. Although it was a rich and significant experience for the teaching learning to implement new practices, the lack of structure is seen as a challenge to be overcome. The students seemed motivated in the activities, the collaborative construction and the sharing of learning with the community during the Science Fair, watching a better learning as individual self-esteem, and mainly in recognizing the importance of environment education and water for community. All the steps were useful to accomplish in practice, the experience of a scientific research and validate the didactic script made from the experiments with students.