Proposta de um modelo para acompanhamento da aprendizagem significativa por mapas conceituais

• Ano de defesa: 2018
• Autor(a) principal: Silva, Vagner da
• Orientador(a): Omar, Nizam
• Banca de defesa: Silva, Luciano , Silveira, Ismar Frango , Pimentel, Edson Pinheiro , Cury, Davidson
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Presbiteriana Mackenzie
• Programa de Pós-Graduação: Engenharia Elétrica
• Departamento: Faculdade de Computação e Informática (FCI)
• País: Brasil
• Palavras-chave em Português: mapas conceituais; avaliação; aprendizagem; colaborativo
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::CIENCIA DA COMPUTACAO; CNPQ::ENGENHARIAS::ENGENHARIA ELETRICA::ELETRONICA INDUSTRIAL, SISTEMAS E CONTROLES ELETRONICOS; CNPQ::CIENCIAS EXATAS E DA TERRA::CIENCIA DA COMPUTACAO::METODOLOGIA E TECNICAS DA COMPUTACAO::LINGUAGENS DE PROGRAMACAO; CNPQ::CIENCIAS EXATAS E DA TERRA::CIENCIA DA COMPUTACAO::METODOLOGIA E TECNICAS DA COMPUTACAO::SISTEMAS DE INFORMACAO; CNPQ::CIENCIAS EXATAS E DA TERRA::CIENCIA DA COMPUTACAO::SISTEMAS DE COMPUTACAO::ARQUITETURA DE SISTEMAS DE COMPUTACAO; CNPQ::CIENCIAS EXATAS E DA TERRA::CIENCIA DA COMPUTACAO::SISTEMAS DE COMPUTACAO::TELEINFORMATICA
• Link de acesso: http://dspace.mackenzie.br/handle/10899/24288

The assessment methods used in the modality of courses and in virtual learning or distance learning environments tend to provide insufficient or incomplete information about the development of learning. Among instruments used in evaluations there are questions of multiple choice, forum, projects and chats, often focusing only on the summative evaluation, of classification feature; consequently, providing incomplete data regarding the learning. Many of these environments make it difficult through the offered tools to develop assessments capable of presenting as accurate information as possible about the knowledge constructed by the student. Providing students with activities that can be assessed by process-based instruments, such as the conceptual organization, tend to strengthen the teaching/learning process. These activities should complement assessment tools based on multiple-choice, test, or project questions. This work presents a model that allows following the learning through the use of individual and collaborative conceptual maps, providing indexes and using measures to follow learning evolution. In this model, the conceptual maps are assessments qualitatively and, among others, the results are used to inform students’ conceptual organization index and to define groups division for collaborative conceptual map development. In addition, the model provides information for students and teachers regarding the development of learning, so, they will be able to make individual or joint decisions to achieve the proposed learning objective.