Cultura da convergência aplicada ao ensino da tabela periódica
Ano de defesa: | 2020 |
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Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Não Informado pela instituição
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Programa de Pós-Graduação: |
Pós-Graduação em Ensino de Ciências e Matemática
|
Departamento: |
Não Informado pela instituição
|
País: |
Não Informado pela instituição
|
Palavras-chave em Português: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://ri.ufs.br/jspui/handle/riufs/13531 |
Resumo: | The present investigation deals with the elaboration, application and analysis of a teaching strategy aimed at Science teachers who wish to work with Information and Communication Technologies (ICT), in the teaching of the Periodic Table, in a playful and assertive manner. From the perspective of the Convergence Culture (JENKINS, 2009) we used smartphones and social networks as allies throughout the process. From the central question "How can the Convergence Culture contribute to the inclusion of ICT in the teaching of the Periodic Table?" the present research emerged. We seek, as a general objective, to understand how the Convergence Culture, through a didactic sequence (SD), can contribute to the insertion of ICT in the teaching of the Periodic Table. In order to develop the theme better, in addition to the mentioned author, we rely on: Marchand (1987) and Silva (2003; 2014), with statements about communication; Lévy (1999), with contributions on interactivity; Prensky (2001), with concepts about Natives and Digital Immigrants; Vasconcelos (2016; 2017), highlighting the social interactions that emerged from virtual communities and interactivity in the educational context; Braga (2013), with reflections on the changes in the process of teaching and learning; Castells (1999), with his classic approach to the ICT revolution; César, Reis and Aliane (2015), with reflections on the teaching of the Periodic Table; Delizoicov, Angotti and Pernambuco (2009), establishing the pedagogical moments for an SD; Ausubel (1963, 2003), about meaningful learning; among others. With a qualitative approach (MINAYO, 2001), and an investigation into practice (PONTE, 2002), the research was applied to 26 students from the 9th grade of elementary school in a state public school located in the municipality of Aracaju/SE. The activities developed - interactive lecture, image contest and stop motion - throughout the investigation led to the creation of a Giant Periodic Table. Data were collected through a probing test, written records by students, observations made by the teacher/researcher and comments on social networks. For data analysis we used an adaptation of content analysis (BARDIN, 1977) creating four categories of analysis. In view of the results obtained, we verified that the Convergence Culture contributes to the inclusion of ICT in the teaching of the Periodic Table: 1) using technological resources accessible to most students; 2) encouraging the teacher to assume the role of advisor, facilitator, supervisor and mediator of the teaching-learning process; 3) promoting situations where the processing of meaningful learning takes place through reception and discovery, simultaneously and, last but not least, 4) potentiating several other aspects, such as, for example, student engagement and autonomy, the student-teacher relationship, among others, which as well as these can even be objects of future research involving the Convergence Culture and the Chemistry Teaching. |
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Silva, Poliana Pereira daVasconcelos, Carlos Alberto de2020-07-28T17:31:04Z2020-07-28T17:31:04Z2020-07-15SILVA, Poliana Pereira da. Cultura da convergência aplicada ao ensino da tabela periódica. 2020. 114 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, SE, 2020.http://ri.ufs.br/jspui/handle/riufs/13531The present investigation deals with the elaboration, application and analysis of a teaching strategy aimed at Science teachers who wish to work with Information and Communication Technologies (ICT), in the teaching of the Periodic Table, in a playful and assertive manner. From the perspective of the Convergence Culture (JENKINS, 2009) we used smartphones and social networks as allies throughout the process. From the central question "How can the Convergence Culture contribute to the inclusion of ICT in the teaching of the Periodic Table?" the present research emerged. We seek, as a general objective, to understand how the Convergence Culture, through a didactic sequence (SD), can contribute to the insertion of ICT in the teaching of the Periodic Table. In order to develop the theme better, in addition to the mentioned author, we rely on: Marchand (1987) and Silva (2003; 2014), with statements about communication; Lévy (1999), with contributions on interactivity; Prensky (2001), with concepts about Natives and Digital Immigrants; Vasconcelos (2016; 2017), highlighting the social interactions that emerged from virtual communities and interactivity in the educational context; Braga (2013), with reflections on the changes in the process of teaching and learning; Castells (1999), with his classic approach to the ICT revolution; César, Reis and Aliane (2015), with reflections on the teaching of the Periodic Table; Delizoicov, Angotti and Pernambuco (2009), establishing the pedagogical moments for an SD; Ausubel (1963, 2003), about meaningful learning; among others. With a qualitative approach (MINAYO, 2001), and an investigation into practice (PONTE, 2002), the research was applied to 26 students from the 9th grade of elementary school in a state public school located in the municipality of Aracaju/SE. The activities developed - interactive lecture, image contest and stop motion - throughout the investigation led to the creation of a Giant Periodic Table. Data were collected through a probing test, written records by students, observations made by the teacher/researcher and comments on social networks. For data analysis we used an adaptation of content analysis (BARDIN, 1977) creating four categories of analysis. In view of the results obtained, we verified that the Convergence Culture contributes to the inclusion of ICT in the teaching of the Periodic Table: 1) using technological resources accessible to most students; 2) encouraging the teacher to assume the role of advisor, facilitator, supervisor and mediator of the teaching-learning process; 3) promoting situations where the processing of meaningful learning takes place through reception and discovery, simultaneously and, last but not least, 4) potentiating several other aspects, such as, for example, student engagement and autonomy, the student-teacher relationship, among others, which as well as these can even be objects of future research involving the Convergence Culture and the Chemistry Teaching.A presente investigação trata da elaboração, aplicação e análise de uma estratégia de ensino destinada aos professores de Ciências que desejam trabalhar com as Tecnologias da Informação e Comunicação (TIC), no ensino da Tabela Periódica, de maneira lúdica e assertiva. Sob a perspectiva da Cultura da Convergência (JENKINS, 2009) utilizamos o smartphone e as redes sociais como aliados ao longo de todo o processo. A partir da questão central “Como a Cultura da Convergência pode contribuir para a inserção das TIC no ensino da Tabela Periódica?” surgiu a presente pesquisa. Buscamos, como objetivo geral, compreender como a Cultura da Convergência, por meio de uma sequência didática (SD), pode contribuir para a inserção das TIC no ensino da Tabela Periódica. No intuito de desenvolvermos melhor o tema, além do autor citado, nos apoiamos em: Marchand (1987) e Silva (2003; 2014), com colocações acerca da comunicação; Lévy (1999), com contribuições sobre interatividade; Prensky (2001), com conceitos sobre Nativos e Imigrantes Digitais; Vasconcelos (2016; 2017), destacando as interações sociais que surgiram a partir das comunidades virtuais e a interatividade no contexto educacional; Braga (2013), com reflexões sobre as mudanças no processo de ensinar e aprender; Castells (1999), com sua abordagem clássica sobre a revolução das TIC; César, Reis e Aliane (2015), com reflexões sobre o ensino da Tabela Periódica; Delizoicov, Angotti e Pernambuco (2009), estabelecendo os momentos pedagógicos para uma SD; Ausubel (1963, 2003), acerca da aprendizagem significativa; dentre outros. Com abordagem qualitativa (MINAYO, 2001), e do tipo investigação sobre a prática (PONTE, 2002), a pesquisa foi aplicada com 26 alunos do 9º ano do ensino fundamental de uma escola da rede pública estadual de ensino localizada no município de Aracaju/SE. As atividades desenvolvidas – palestra interativa, concurso de imagens e stop motion – ao longo da investigação levaram a confecção de uma Tabela Periódica Gigante. Os dados foram coletados através de um teste de sondagem, de registros escritos pelos alunos, das observações feitas pela professora/investigadora e dos comentários nas redes sociais. Para a análise dos dados fizemos uso de uma adaptação da análise de conteúdo (BARDIN, 1977) criando quatro categorias de análise. Diante dos resultados obtidos verificamos que a Cultura da Convergência contribui para a inserção das TIC no ensino da Tabela Periódica: 1) utilizando recursos tecnológicos acessíveis a maioria dos alunos; 2) impulsionando o professor a assumir o papel de orientador, facilitador, supervisor e mediador do processo ensino-aprendizagem; 3) promovendo situações onde o processamento da aprendizagem significativa se dá por meio da recepção e da descoberta, simultaneamente e, por fim, mas não menos importante, 4) potencializando diversos outros aspectos, como por exemplo, o engajamento e a autonomia dos alunos, a relação aluno-professor, dentre outros, que assim como estes podem ser, inclusive, objetos de futuras pesquisas envolvendo a Cultura da Convergência e o Ensino de Química.São Cristóvão, SEporEnsino de ciênciasTecnologias da informação e comunicação (TIC)Cultura da convergênciaSmartphoneEnsino da tabela periódicaSequência didáticaInformation and Communication Technologies (ICT)Convergence culturePeriodic table teachingDidatic sequenceCIENCIAS HUMANAS::EDUCACAOCultura da convergência aplicada ao ensino da tabela periódicainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisPós-Graduação em Ensino de Ciências e MatemáticaUniversidade Federal de Sergipereponame:Repositório Institucional da UFSinstname:Universidade Federal de Sergipe (UFS)instacron:UFSinfo:eu-repo/semantics/openAccessLICENSElicense.txtlicense.txttext/plain; charset=utf-81475https://ri.ufs.br/jspui/bitstream/riufs/13531/1/license.txt098cbbf65c2c15e1fb2e49c5d306a44cMD51ORIGINALPOLIANA_PEREIRA_SILVA.pdfPOLIANA_PEREIRA_SILVA.pdfapplication/pdf1182410https://ri.ufs.br/jspui/bitstream/riufs/13531/2/POLIANA_PEREIRA_SILVA.pdf35a7110916ecda62fa49e297376802bfMD52TEXTPOLIANA_PEREIRA_SILVA.pdf.txtPOLIANA_PEREIRA_SILVA.pdf.txtExtracted texttext/plain214148https://ri.ufs.br/jspui/bitstream/riufs/13531/3/POLIANA_PEREIRA_SILVA.pdf.txtf14cc266226ef483dbc988723a68db45MD53THUMBNAILPOLIANA_PEREIRA_SILVA.pdf.jpgPOLIANA_PEREIRA_SILVA.pdf.jpgGenerated Thumbnailimage/jpeg1217https://ri.ufs.br/jspui/bitstream/riufs/13531/4/POLIANA_PEREIRA_SILVA.pdf.jpgf60752d309ad246fe88e849f5210b76fMD54riufs/135312020-07-28 14:31:05.15oai:ufs.br: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Repositório InstitucionalPUBhttps://ri.ufs.br/oai/requestrepositorio@academico.ufs.bropendoar:2020-07-28T17:31:05Repositório Institucional da UFS - Universidade Federal de Sergipe (UFS)false |
dc.title.pt_BR.fl_str_mv |
Cultura da convergência aplicada ao ensino da tabela periódica |
title |
Cultura da convergência aplicada ao ensino da tabela periódica |
spellingShingle |
Cultura da convergência aplicada ao ensino da tabela periódica Silva, Poliana Pereira da Ensino de ciências Tecnologias da informação e comunicação (TIC) Cultura da convergência Smartphone Ensino da tabela periódica Sequência didática Information and Communication Technologies (ICT) Convergence culture Periodic table teaching Didatic sequence CIENCIAS HUMANAS::EDUCACAO |
title_short |
Cultura da convergência aplicada ao ensino da tabela periódica |
title_full |
Cultura da convergência aplicada ao ensino da tabela periódica |
title_fullStr |
Cultura da convergência aplicada ao ensino da tabela periódica |
title_full_unstemmed |
Cultura da convergência aplicada ao ensino da tabela periódica |
title_sort |
Cultura da convergência aplicada ao ensino da tabela periódica |
author |
Silva, Poliana Pereira da |
author_facet |
Silva, Poliana Pereira da |
author_role |
author |
dc.contributor.author.fl_str_mv |
Silva, Poliana Pereira da |
dc.contributor.advisor1.fl_str_mv |
Vasconcelos, Carlos Alberto de |
contributor_str_mv |
Vasconcelos, Carlos Alberto de |
dc.subject.por.fl_str_mv |
Ensino de ciências Tecnologias da informação e comunicação (TIC) Cultura da convergência Smartphone Ensino da tabela periódica Sequência didática Information and Communication Technologies (ICT) Convergence culture Periodic table teaching Didatic sequence |
topic |
Ensino de ciências Tecnologias da informação e comunicação (TIC) Cultura da convergência Smartphone Ensino da tabela periódica Sequência didática Information and Communication Technologies (ICT) Convergence culture Periodic table teaching Didatic sequence CIENCIAS HUMANAS::EDUCACAO |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::EDUCACAO |
description |
The present investigation deals with the elaboration, application and analysis of a teaching strategy aimed at Science teachers who wish to work with Information and Communication Technologies (ICT), in the teaching of the Periodic Table, in a playful and assertive manner. From the perspective of the Convergence Culture (JENKINS, 2009) we used smartphones and social networks as allies throughout the process. From the central question "How can the Convergence Culture contribute to the inclusion of ICT in the teaching of the Periodic Table?" the present research emerged. We seek, as a general objective, to understand how the Convergence Culture, through a didactic sequence (SD), can contribute to the insertion of ICT in the teaching of the Periodic Table. In order to develop the theme better, in addition to the mentioned author, we rely on: Marchand (1987) and Silva (2003; 2014), with statements about communication; Lévy (1999), with contributions on interactivity; Prensky (2001), with concepts about Natives and Digital Immigrants; Vasconcelos (2016; 2017), highlighting the social interactions that emerged from virtual communities and interactivity in the educational context; Braga (2013), with reflections on the changes in the process of teaching and learning; Castells (1999), with his classic approach to the ICT revolution; César, Reis and Aliane (2015), with reflections on the teaching of the Periodic Table; Delizoicov, Angotti and Pernambuco (2009), establishing the pedagogical moments for an SD; Ausubel (1963, 2003), about meaningful learning; among others. With a qualitative approach (MINAYO, 2001), and an investigation into practice (PONTE, 2002), the research was applied to 26 students from the 9th grade of elementary school in a state public school located in the municipality of Aracaju/SE. The activities developed - interactive lecture, image contest and stop motion - throughout the investigation led to the creation of a Giant Periodic Table. Data were collected through a probing test, written records by students, observations made by the teacher/researcher and comments on social networks. For data analysis we used an adaptation of content analysis (BARDIN, 1977) creating four categories of analysis. In view of the results obtained, we verified that the Convergence Culture contributes to the inclusion of ICT in the teaching of the Periodic Table: 1) using technological resources accessible to most students; 2) encouraging the teacher to assume the role of advisor, facilitator, supervisor and mediator of the teaching-learning process; 3) promoting situations where the processing of meaningful learning takes place through reception and discovery, simultaneously and, last but not least, 4) potentiating several other aspects, such as, for example, student engagement and autonomy, the student-teacher relationship, among others, which as well as these can even be objects of future research involving the Convergence Culture and the Chemistry Teaching. |
publishDate |
2020 |
dc.date.accessioned.fl_str_mv |
2020-07-28T17:31:04Z |
dc.date.available.fl_str_mv |
2020-07-28T17:31:04Z |
dc.date.issued.fl_str_mv |
2020-07-15 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
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masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
SILVA, Poliana Pereira da. Cultura da convergência aplicada ao ensino da tabela periódica. 2020. 114 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, SE, 2020. |
dc.identifier.uri.fl_str_mv |
http://ri.ufs.br/jspui/handle/riufs/13531 |
identifier_str_mv |
SILVA, Poliana Pereira da. Cultura da convergência aplicada ao ensino da tabela periódica. 2020. 114 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade Federal de Sergipe, São Cristóvão, SE, 2020. |
url |
http://ri.ufs.br/jspui/handle/riufs/13531 |
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info:eu-repo/semantics/openAccess |
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openAccess |
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Pós-Graduação em Ensino de Ciências e Matemática |
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Universidade Federal de Sergipe |
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