O uso de smartphones (TIC) como forma alternativa de atividades avaliativas de Qu?mica para o ensino m?dio

• Ano de defesa: 2019
• Autor(a) principal: Machado, Carlos Henrique
• Orientador(a): Graebin, Cedric Stephan
• Banca de defesa: Graebin, Cedric Stephan, Castilho, Roberto Barbosa de, Santos, Andr? Marques dos, Rufino, Alessandra Rodrigues, Martins, Renata Luz
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal Rural do Rio de Janeiro
• Programa de Pós-Graduação: Programa de P?s-Gradua??o em Qu?mica em Rede Nacional
• Departamento: Instituto de Qu?mica
• País: Brasil
• Palavras-chave em Português: TIC; Smartphones; avalia??es
• Palavras-chave em Inglês: TDIC; Ratings
• Área do conhecimento CNPq: Qu?mica
• Link de acesso: https://tede.ufrrj.br/jspui/handle/jspui/5554

The smartphone has become a headache for the education process, and teachers need compete for the attention of students in the classroom, for these devices have many features and possibilities that become extremely attractive, sometimes more than the current classes taught in schools. Alternatives to the assessments currently applied by teachers high-school level classes, such as the use of smartphone applications, can be an ally in student learning. In this context, the objective of this work was to present alternative forms of evaluation using TDIC'S, technology widely dominated by students, to improve the performance and consequently the learning of these students. For this purpose, the LaDQUIZ application, available for free on app store platforms, was used to generate an interface within the classroom between the teacher's computer and the students' smartphones, without the need for external internet, since the network will be created at the time of the application of the questions and after all students connect will be closed by the teacher so that no outside interference occurs. The questions were viewed by students through the multimedia feature (projector) and answered directly on their cell phones. The questionnaire was applied instead of one of the mandatory assessment tools for the two-month period and occurred in a traditional way, that is, after the explanation of the programmed content for the two-month period, the teacher used the evaluation instrument to verify the comprehension of the content by the students. The use of the application allowed the teacher to have the individual answer of each student stored and the discussion of each question, since it presented the answer percentage of each alternative. The use of this resource proved to be a highly relevant instrument for the teaching-learning process of students, giving greater motivation and student participation that reflected in a higher performance and improved grades compared to traditional assessments. Thus, the replacement of an evaluative instrument using Information and Communication Technologies, in this case, in the form of an application for Smartphones, was efficient in the pedagogical and teaching learning process.