Tecnologias da informação e comunicação: objeto de aprendizagem como subsídio para a temática ambiental

• Ano de defesa: 2010
• Autor(a) principal: Lorenzoni, Rosilãne de Lourenço
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/26339/0013000001ffb
• Idioma: por
• Instituição de defesa: Universidade Federal de Santa Maria; BR; Geociências; UFSM; Programa de Pós-Graduação em Geomática
• Palavras-chave em Português: Objeto de aprendizagem; Educação ambiental; Resíduos sólidos domésticos; Tecnologia da informação e comunicação; Learning tool; Environmental education; Household solid waste; Information technology and communication; CNPQ::CIENCIAS EXATAS E DA TERRA::GEOCIENCIAS
• Link de acesso: http://repositorio.ufsm.br/handle/1/9535

Nowadays, educators and students seek to build knowledge stimulating the learning process through new forms of teaching and learning. Searching for contributing in the process of teaching and learning of elementary school and making it more dynamic, Geomatics, being an area of knowledge that gives priority to multidisciplinarity, encourages the performing of works through the development and use of information technology and communication. This way, the research aimed at establishing a learning tool (LT) focused on Environmental Education, with household solid waste as a theme. Specifically, we sought to: (a) aid the educational content on the environmental thematic, household solid waste, in 4th grade of elementary school, through information technology and communication; (b) encourage the use of media in the teaching-learning process, contributing to the development of an innovative, professional and inclusive education and (c) make it possible for public educational institutions to insert information technology and communication through interactive media, such as the learning tools (LTs). For this purpose, the authors researched were Wiley (2006), which defines a learning tool as "[...] any digital resource that can be reused to aid learning; Tarouco (2003), which understands a learning object "[...] as any resource, additional to the learning process, which can be reused to support learning [...]"; and the Institute of Electrical and Electronics Engineers (IEEE), which defines them as "[...] multimedia contents, instructional contents, learning objectives, instructional software, and even individuals, organizations or events [...]".The theoretical and methodological matrix was outlined by guiding concepts as the use of technology in education, learning tool, Environmental Education, solid household waste among others. The methodology used construction of the learning object based on proposal of the Bezerra (2002), which constitutes of the following steps: requirements elicitation, analysis and project, implementation, testing, implantation, evaluation and validation of learning tools (LTs). The program used for the development of the proposed LT was Macromedia Flash CS3, which can run on any Windows operating system or Linux. It is believed that learning tools are pedagogical implements to support the building of knowledge, allowing an acquisition of knowledge that encourages the learners to work with current problems as the environmental thematic, among other educational contents, using the media. Thus, they are motivated and ready for the digital life, entering dynamic forms of knowledge construction. In parallel, the research provides instructional aids, seeking to encourage students and teachers to learn, create, build and reconstruct their knowledge, by developing skills and competencies to use the learning tool, dynamizing the use of technologies in education and, specifically in this work, encouraging the awareness of the need to preserve the environment.