As TICs e a Teoria da Aprendizagem Significativa: uma proposta de intervenção no Ensino de Física

• Ano de defesa: 2011
• Autor(a) principal: Dantas, Cláudio Rejane da Silva
• Orientador(a): Germano, Marcelo Gomes
• Banca de defesa: Moita, Filomena Maria Gonçalves da Silva Cordeiro , Martins, André Ferrer Pinto
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Mestrado Profissional em Ensino de Ciências e Matemática
• Departamento: Ensino de Física
• País: BR
• Palavras-chave em Português: Ensino de Física; Novas tecnologias na educação; Aprendizagem
• Palavras-chave em Inglês: Physics Teaching; New technologies in education; Learning
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: http://tede.bc.uepb.edu.br/tede/jspui/handle/tede/1971

This research aims to investigate and analyze the relationship between the context of Information and Communication Technologies (ICTs) and the Meaningful Learning Theory through an intervention focusing on the energy content in a public high school in the town of Juazeiro do Norte/CE. Utility we will approach qualitative research, perspective center on the pedagogical research, attention for the instruments to collect data the questionnaire, interviews, and diary, we reveal the results of qualitative data analysis, and the interpretations drawn the light of the arguments of Meaningful Learning Theory. It was possible to realize the resources importance of conceptual maps as a potential tool in facilitating the occurrence of Meaningful Learning and as an evaluation tool. This analysis helped to understand that the utterances of the students based on the content on energy conservation and transformation, aided by the resources of technology, proved to be subjective conceptions incorporated into their cognitive structure, emerging and persisting in a language of common sense that reluctantly takes precedence over the context of scientific language. The research undertaken contributes to the debate on the approach to ICT and thinking about the Meaningful Learning Theory. The plunge in this topic and the results of this intervention enabled the construction of a manual guide, a product that meets the goals of the Professional Master, in order to share the discussions and outcome of this research posed with fellow teachers from schools in the state. Moreover, the discussions generated in this dissertation work may constitute a reference guide for guidance on ICTs in education, Meaningful Learning Theory and the Construction of Concept Maps in courses, workshops and seminars for teachers at basic schools in the region.