Navegando por Assunto "Ensino por computador"

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Acesso aberto (Open Access)
A avaliação formativa no ensino-aprendizagem do português: o procedimento webquest em análise
(Universidade Federal do Pará, 2012-07-02) RODRIGUES, Keifer Eleutério; CUNHA, Myriam Crestian Chaves da; http://lattes.cnpq.br/0057919162522146
This dissertation approaches the use of the Internet in the process of teaching / learning of mother language, more specifically the use of the Webquest technological procedure as a didactic and pedagogical tool which supports school teaching, learning and assessment processes, and consequently optimizes the development of language competences by the students. To support the inclusion of New Information Technologies and Communication in teaching and learning of mother language, at first a reflection will take place about the theoretical and methodological framework that has been proposed by recent studies of Languages Didactization and the PCNs to the mother language. In this reflection, focus on the principles of the teaching and learning interactional approach of languages and formative assessment, showing their relevance to a fruitful work in the classroom. Then join to these fundamentals, the studies developed by the Educational Technology, which deals with computer use as an educational resource, emphasizing the constructivist theory as a theoretical basis that guides this practice. In this context, is defined more specifically the Webquest research methodology, which can employ the Internet to support student interaction with diverse information, peoples and to deal with the real language use, within a contextualized environment in social and communicative practices. Based on this theoretical stand, I will analyze seven Webquests produced by the students of the Language Course at Federal University of Pará, aiming at verifying if this methodology if this methodology is consistent with the teaching and learning interactional approach of mother language and formative assessment favours learning (self) evaluative and (self) regulation procedures, indispensable for the development of the language competences on the written production. In this document analysis, performed from the perspective of qualitative research, it is proposed as the main objective is to contribute to the insertion of the Webquest technological procedure into productive practical learning and teaching practices of mother language, as a way of providing theoretical support for the use of this tool in interactional educational principles.
Acesso aberto (Open Access)
A inserção do uso do computador no processo de modelagem matemática contribuindo para o aprendizado de conhecimentos matemáticos
(Universidade Federal do Pará, 2010-09-03) SILVA, Mário José Siqueira da; ESPÍRITO SANTO, Adilson Oliveira do; http://lattes.cnpq.br/5870609258842071
This research was to investigate: how the integration of computer use and the Portfólio in the process of mathematical modeling, contributes to the learning of mathematical knowledge from perceptions of high school students? Where the desire to seek answers to this question, we draw the main objective: To investigate the insertion and use of computers in the process of mathematical model with the aid of the Portfólio, as facilitators of the learning process of mathematical knowledge. The research approach is qualitative and deals with the theoretical framework in which we articulate from authors of mathematics education in particular researchers in the field of mathematical modeling as Biembengut and Hein (2007); Bassanezi (2006), Barbosa (2001, 2004, 2007); Borba and Penteado (2001); Canavarro and Bridge (1997) among others, and some authors that address more specifically the integration of technology in education as Valente (1993), Almeida (2000), Belloni (2005) between others. In interweaving the ideas relate elements (computer modeling and Portfólio) to support a different treatment of mathematical knowledge in pursuit of minimizing, for example, low levels in the System of Evaluation of Basic Education (SAEB) of high school students in the state Para mathematics. Thus, we understand how necessary to revise the current way of implementing the teaching of mathematics. We describe the history of modeling and some concepts, seeking points of rapprochement with the new technologies especially computers. Field research was developed from the course: Mathematical Modeling: Learning mathematics using the computer, we collect data during field research using as instruments the Portfólio and the questionnaire. The use of Portfólios in the research was inspired from an idea into Biembengut and Hein (2007) who say there is a need to create a report at the end of the modeling process, but we intend to extrapolate this idea, as well as being an instrument to collect data, the Portfólio is formed into an instrument of organization and constitution of the process of mathematical modeling. For the analysis of the data defined categories of analysis of the type emerging from Lorenzato and Fiorentini (2007). The field was developed in the Computer Laboratory of the state school school Mario Barbosa of the metropolitan area of Belém do Pará, in which, through the insertion of computer use in the modeling process using the Portfólio, optimizes the learning of knowledge math for high school students. Activities carried out are that the learning environment generated by the modeling computer lab allowed us to work collectively and collaboratively, in which the results were significant, especially when we articulate the use of computer modeling and Portfólio in a terms of trade, thus enabling the conduct of the process of mathematical modeling in a dynamic way.
Acesso aberto (Open Access)
Matemática: computador para quê?
(Universidade Federal do Pará, 2006-05-25) ALMEIDA, Carmem Lucia Brito Souza de; GUERRA, Renato Borges
The present work shows the research results carried on five academic institutions of the State of Pará, Brazil. We present the opinion and feeling of students and teachers with respect to the use of the computer in the teaching of Mathematics, having Tikhomirov theories as backgrounds. Through a counter point between Instructionism and Constructionism, we are leaded to favor Constructionism. By the end, we present an elaborated reflection about the role of the computer in the teaching of Mathematics.
Acesso aberto (Open Access)
Nexos e reflexos de uma experiência formativa mediatizada por ambiente virtual de aprendizagem: formação de professores de Ciências e Matemática na Amazônia
(Universidade Federal do Pará, 2009-07-14) MARTINS, France Fraiha; GONÇALVES, Terezinha Valim Oliver; http://lattes.cnpq.br/0496932429575513
This is a qualitative narrative research, based on experiences of Amazon´s science and mathematics teachers in a distance education course that occurred in the context of a Virtual Learning Environment (VLE). The goal of this research is to Investigate how this formative experience is catalyst for teacher reflection on Amazon context of teaching science and mathematics, and which other learning results from such formation appears in different perceptions of teaching practice in this area at elementary schools. Nine were the subjects involved in research, which were selected according to the following criteria: being studentteachers from the post-degree course of science and mathematics education in EDUCIMAT program, that teach / taught science and mathematics; had a high level of involvement in interactions occurred in the AVA; expressed full reflexive ideas. As investigative tool, I chose to hear subjects evidences by means of semi-structured interviews that were recorded in audio and later transcribed. Besides the interviews, I used my field diary as an information source which was built during the search through perceptions of the subjects and their contexts, in addition to the records of various events within the search. Trying to produce new understandings of investigated narratives, I appropriate myself with Textual Analysis of the Speech as methods of empirical material analysis. Thus, systematizing subject’s manifestations taking into account the recurrences and singularities, such analysis gave way to three themes that I deal with in this research assuming the following headings: i) formation in the Amazon context: obstacles and confrontations, ii) technologies and VLE: sense(s) of formative experience and iii) the impact of experience on perceptions of teacher practice and formation. The analysis shows the difficulties of access to formation, information, technologies and cities in the Amazon inside, beyond the cost factor, as confrontations to form itself in that context. Moreover, the subjects show that when they exchange, experience and interact in the VLE, they gave way indicative of self pointing to (re) invention of itself, to set a world teacher marked by technological advances and to overcome the use of technologies that surprise and (trans)form. As a result of the analysis, the subjects announce knowledge developed through the formative experience that focus on other/new perceptions of their educational practices: the use of information and communication technologies as possible tools in addition to the interaction and exchange of experiences and dialogue in situations of teaching. The VLE, perceived by the subjects as an embedded resource for formation teachers at a distance, appears as an opportunity to continue formation made by the diversity of ideas and as a way of bringing up educational technologies in front of difficulties expressed by the subject.