Lego® Education: Um recurso didático para o ensino e aprendizagem sobre os artrópodes quelicerados

• Ano de defesa: 2016
• Autor(a) principal: Almeida, Felipe de Lima
• Orientador(a): Moita, Filomena Maria Gonçalves da Silva Cordeiro
• Banca de defesa: Onofre, Eduardo Gomes , Rêgo, Thaís Gaudencio do
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual da Paraíba
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino de Ciências e Educação Matemática - PPGECEM
• Departamento: Pró-Reitoria de Pós-Graduação e Pesquisa - PRPGP
• País: BR
• Palavras-chave em Português: Artrópodes quelicerados; Lego® Education; Ensino de Biologia; Robótica educacional
• Área do conhecimento CNPq: EDUCACAO
• Link de acesso: https://repositorio.uepb.edu.br/handle/123456789/73763

Robotics as an innovative tool in the teaching of biology has enabled students to assimilate concepts and solve challenges, in addition to providing the leading role in the process of teaching and learning. In this perspective, the objective of this research is to analyze the robotic lego as innovative feature anchored in Lego® Education for learning Filo Arthropoda from the construction of a Digital Scorpion by a problem situation. Based on the contributions of Seymour Papert and Mediated Learning Experience - MLE Reuven Feuerstein highlight the contributions of the use of this tool for teaching biology. The descriptive exploratory survey was conducted from September to October 2015 and had as subjects eighty-three students enrolled in the second year of high school at a private school in the city of João Pessoa, Paraíba. Data collection instrument was used audio recordings and a questionnaire with objective and subjective questions. The data collected in this process were analyzed from seven categories of previously selected mediation. The results reveal that the approach of arthropods from the robot construction contributes to the improvement of educational practice as well as for better performance of students in biology classes. As an educational product, we developed a booklet to assist teachers in the area and Sciences that want to use the tool to use in the classroom. This material was structured from five steps: introduction of the problem, understanding of the problem, design a plan, organization and assembly, and systematization of knowledge. Thus, we offer the teacher an alternative mediator to make the classes more dynamic and interesting, and the student mediated the opportunity to act as a main character in the construction of knowledge through reflection and resolution of proposed challenges. The use of the learning model used in this study made us realize that the educational process is not just a set of steps, but the articulation of knowledge necessary for a transformation in the school environment.