Colaboração em ambientes virtuais e presenciais: um estudo sobre aprendizagem de Estatística no Ensino Médio

• Ano de defesa: 2017
• Autor(a) principal: Mazzanti, James Ernesto
• Orientador(a): Oliveira, Gerson Pastre de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Pontifícia Universidade Católica de São Paulo
• Programa de Pós-Graduação: Programa de Estudos Pós-Graduados em Educação Matemática
• Departamento: Faculdade de Ciências Exatas e Tecnologia
• País: Brasil
• Palavras-chave em Português: Ensino auxiliado por computador; Ensino à distância; Estatística > Estudo e ensino (Ensino Médio)
• Palavras-chave em Inglês: Computer aided teaching; Distance learning; Statistics - Study and teaching (High School)
• Área do conhecimento CNPq: CNPQ::CIENCIAS EXATAS E DA TERRA::MATEMATICA
• Link de acesso: https://tede2.pucsp.br/handle/handle/20106

The present work, based on a qualitative research, seeks to understand if the learning of Descriptive Statistics issues in a group of high school students can be efficient if carried out through a Virtual Learning Environment (VLE) and face-to-face interactions in a convergence approach. In addition, it seeks to establish if a collaborative approach, mediated by the convergence between virtual and classroom interactions, is efficient in promoting the learning of Descriptive Statistics topics among high school students, subjects of this research. The data related to this study were collected from the use of an VLE (Moodle) and the follow-up of face-to-face interactions between the subjects, who participated voluntarily in a Descriptive Statistics course and worked with activities planned to promote collaboration and encourage autonomy. Thus, in order to base this work, we have brought references in three main areas, VLE, Collaborative Learning and Statistical Education, some of which stand out, Pallof and Pratt, Kenski, Lévy, Borba, Oliveira, Torres, Batanero; Campos; Cazorla; Coutinho; Lopes. From the analyzes, carried out in the descriptive and interpretive perspective, it was verified that the convergence took place and constituted a learning context, the adopted approach seems to have been efficient in giving the subjects a more critical view and showed that it can be Efficient in relation to the promotion of elements that lead to autonomy and finally the students formed the basis for living in a Virtual Community and that characteristics like self-regulation, autonomy, collaboration and collective construction of the knowledge were observed, representing important contributions to fulfill the objectives sought in this investigation