Sala de aula invertida: uma abordagem para combinar metodologias ativas e engajar alunos no processo de ensino-aprendizagem
Autor(a) principal: | |
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Data de Publicação: | 2016 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações do UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/12043 |
Resumo: | This study is part of a master's research carried out in the Programa de Pós-Graduação em Tecnologias Educacionais em Rede. It presents the results of the investigation on the theoretical-practical conceptual approximation between flipped classroom approach and knowledge and skills of teachers in the context of the Universidade Federal de Santa Maria (UFSM), by means of production and provision of a multimedia courseware on the concept under study. In this teaching approach, the student has contact with the basic information about the study content before class. Thus, the school time is extended to develop practical activities oriented on understanding and problem solving, and to offer personalized guidance. The research proposal was focused on the presentation of the elements that characterize and define flipped classroom to later question the degree of familiarity, applications, and interest of UFSM‘s teachers in this model. The research was justified by the need to promote the dissemination of pedagogical strategies that allow integration between active methodologies and educational technologies in higher education in the era of digital learning. The general objective is to contribute with the innovation of the teaching-learning processes of the university‘s teachers. The study has qualitative, descriptive and exploratory nature and started from the identification of the state of art on the subject, which arose from the bibliographic review. The initial results of the theoretical review indicated that flipped classroom approach allows integration between technologies and active methodologies, providing students with more autonomy about learning, therefore increasing their engagement in class. The research results showed that the model was unknown to most participants, but many of them identified aspects of classroom flip in their teaching practices, albeit only partially. The courseware served the purpose of disseminating basic information about the approach, evidencing that there was an understanding of the presented concepts. As for the training demands, the teachers considered Peer Instruction and Just-in-Time Teaching as the most interesting methodologies to flip their classrooms. On the other hand, interactive digital whiteboard, video and audio editing software, and screencast are the technologies that the teachers showed motivation in learning. Finally, active learning methodologies and hybrid teaching are the themes that most aroused the participants‘ interest on teacher training. |
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2017-11-16T14:28:50Z2017-11-16T14:28:50Z2016-12-13http://repositorio.ufsm.br/handle/1/12043This study is part of a master's research carried out in the Programa de Pós-Graduação em Tecnologias Educacionais em Rede. It presents the results of the investigation on the theoretical-practical conceptual approximation between flipped classroom approach and knowledge and skills of teachers in the context of the Universidade Federal de Santa Maria (UFSM), by means of production and provision of a multimedia courseware on the concept under study. In this teaching approach, the student has contact with the basic information about the study content before class. Thus, the school time is extended to develop practical activities oriented on understanding and problem solving, and to offer personalized guidance. The research proposal was focused on the presentation of the elements that characterize and define flipped classroom to later question the degree of familiarity, applications, and interest of UFSM‘s teachers in this model. The research was justified by the need to promote the dissemination of pedagogical strategies that allow integration between active methodologies and educational technologies in higher education in the era of digital learning. The general objective is to contribute with the innovation of the teaching-learning processes of the university‘s teachers. The study has qualitative, descriptive and exploratory nature and started from the identification of the state of art on the subject, which arose from the bibliographic review. The initial results of the theoretical review indicated that flipped classroom approach allows integration between technologies and active methodologies, providing students with more autonomy about learning, therefore increasing their engagement in class. The research results showed that the model was unknown to most participants, but many of them identified aspects of classroom flip in their teaching practices, albeit only partially. The courseware served the purpose of disseminating basic information about the approach, evidencing that there was an understanding of the presented concepts. As for the training demands, the teachers considered Peer Instruction and Just-in-Time Teaching as the most interesting methodologies to flip their classrooms. On the other hand, interactive digital whiteboard, video and audio editing software, and screencast are the technologies that the teachers showed motivation in learning. Finally, active learning methodologies and hybrid teaching are the themes that most aroused the participants‘ interest on teacher training.Este estudo faz parte de uma pesquisa de mestrado realizada no Programa de Pós-Graduação em Tecnologias Educacionais em Rede e apresenta os resultados da investigação da aproximação conceitual teórico-prática entre a abordagem da sala de aula invertida e os saberes e fazeres docentes, no contexto da Universidade Federal de Santa Maria (UFSM), mediante a produção e a disponibilização de material didático multimídia instrucional sobre a inversão da sala de aula. Nessa abordagem de ensino, também conhecida como Flipped Classroom, o aluno tem contato com a informação básica sobre o conteúdo de estudo antes da aula. Assim, amplia-se o tempo do espaço escolar para atividades práticas de compreensão e de resolução de problemas e para o atendimento personalizado do aluno. A proposta da pesquisa centrou-se na apresentação dos elementos que caracterizam e que definem a sala de aula invertida para, posteriormente, questionar o grau de familiaridade, de aplicações e de interesse dos docentes da UFSM por esse modelo. A pesquisa justificou-se pela necessidade de promover a divulgação de estratégias pedagógicas que possibilitam a integração de metodologias ativas e de tecnologias educacionais, no ensino superior, na era da aprendizagem digital, tendo por objetivo geral contribuir para a inovação dos processos de ensino-aprendizagem dos docentes da universidade. O estudo, que teve caráter qualitativo, partiu da revisão de literatura para identificar o estado da arte sobre a temática e propôs, como métodos, o estudo descritivo e exploratório. Os resultados iniciais da revisão teórica apontaram que essa abordagem possibilita integrar tecnologias com metodologias ativas, de modo a proporcionar maior autonomia dos alunos sobre a aprendizagem, aumentando o engajamento deles em classe. Os resultados da pesquisa mostraram que o modelo era desconhecido pela maioria dos participantes, mas muitos identificaram aspectos de inversão em suas práticas docentes, ainda que de forma parcial. O material didático instrucional atendeu ao propósito de divulgar informação básica sobre a abordagem, evidenciando que houve compreensão dos conceitos apresentados. Quanto às demandas por formação, as metodologias de maior interesse dos professores para inversão de suas salas de aula foram o Peer Instruction e o Just-in-Time Teaching. Já as tecnologias que os docentes indicaram querer aprender a usar foram: lousa digital interativa, softwares de edição de vídeo/áudio e screencast. Por fim, as temáticas que mais despertaram interesse por formação dos professores foram as metodologias ativas de aprendizagem e o ensino híbrido.porUniversidade Federal de Santa MariaCentro de EducaçãoPrograma de Pós-Graduação em Tecnologias Educacionais em RedeUFSMBrasilEducaçãoAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessSala de aula invertidaEnsino híbridoMetodologias ativas de aprendizagemFlipped classroomHybrid teachingActive learning methodologiesCNPQ::CIENCIAS HUMANAS::EDUCACAOSala de aula invertida: uma abordagem para combinar metodologias ativas e engajar alunos no processo de ensino-aprendizagemFlipped classroom: an approach to combine active methodologies and to engage students in the teaching-learning processinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisReis, Susana Cristina doshttp://lattes.cnpq.br/3804571013104935Rocha, Karla Marques dahttp://lattes.cnpq.br/3301494042964760Carvalho, Marie Jane Soareshttp://lattes.cnpq.br/9416445937935160Pinto, Maria Eugênia Bresolinhttp://lattes.cnpq.br/9611281263934506http://lattes.cnpq.br/2957249689689523Schmitz, Elieser Xisto da Silva7008000000066002b2f4116-4fe7-439e-af6c-6e19cc913d7fd54c63ab-7576-42e2-9a7a-ee1998d48fd792127cb0-c129-415d-81f4-6153422f53e04b6cb59b-bec5-42c0-8b00-4711d7fb729976210824-0971-407d-af3b-03781360c11breponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMORIGINALDIS_PPGTER_2016_SCHMITZ_ELIESER.pdfDIS_PPGTER_2016_SCHMITZ_ELIESER.pdfDissertação de Mestradoapplication/pdf4540414http://repositorio.ufsm.br/bitstream/1/12043/1/DIS_PPGTER_2016_SCHMITZ_ELIESER.pdfe5b84951636eb94fe37e2207040798d2MD51CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; 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dc.title.por.fl_str_mv |
Sala de aula invertida: uma abordagem para combinar metodologias ativas e engajar alunos no processo de ensino-aprendizagem |
dc.title.alternative.eng.fl_str_mv |
Flipped classroom: an approach to combine active methodologies and to engage students in the teaching-learning process |
title |
Sala de aula invertida: uma abordagem para combinar metodologias ativas e engajar alunos no processo de ensino-aprendizagem |
spellingShingle |
Sala de aula invertida: uma abordagem para combinar metodologias ativas e engajar alunos no processo de ensino-aprendizagem Schmitz, Elieser Xisto da Silva Sala de aula invertida Ensino híbrido Metodologias ativas de aprendizagem Flipped classroom Hybrid teaching Active learning methodologies CNPQ::CIENCIAS HUMANAS::EDUCACAO |
title_short |
Sala de aula invertida: uma abordagem para combinar metodologias ativas e engajar alunos no processo de ensino-aprendizagem |
title_full |
Sala de aula invertida: uma abordagem para combinar metodologias ativas e engajar alunos no processo de ensino-aprendizagem |
title_fullStr |
Sala de aula invertida: uma abordagem para combinar metodologias ativas e engajar alunos no processo de ensino-aprendizagem |
title_full_unstemmed |
Sala de aula invertida: uma abordagem para combinar metodologias ativas e engajar alunos no processo de ensino-aprendizagem |
title_sort |
Sala de aula invertida: uma abordagem para combinar metodologias ativas e engajar alunos no processo de ensino-aprendizagem |
author |
Schmitz, Elieser Xisto da Silva |
author_facet |
Schmitz, Elieser Xisto da Silva |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Reis, Susana Cristina dos |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/3804571013104935 |
dc.contributor.referee1.fl_str_mv |
Rocha, Karla Marques da |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/3301494042964760 |
dc.contributor.referee2.fl_str_mv |
Carvalho, Marie Jane Soares |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/9416445937935160 |
dc.contributor.referee3.fl_str_mv |
Pinto, Maria Eugênia Bresolin |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/9611281263934506 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/2957249689689523 |
dc.contributor.author.fl_str_mv |
Schmitz, Elieser Xisto da Silva |
contributor_str_mv |
Reis, Susana Cristina dos Rocha, Karla Marques da Carvalho, Marie Jane Soares Pinto, Maria Eugênia Bresolin |
dc.subject.por.fl_str_mv |
Sala de aula invertida Ensino híbrido Metodologias ativas de aprendizagem |
topic |
Sala de aula invertida Ensino híbrido Metodologias ativas de aprendizagem Flipped classroom Hybrid teaching Active learning methodologies CNPQ::CIENCIAS HUMANAS::EDUCACAO |
dc.subject.eng.fl_str_mv |
Flipped classroom Hybrid teaching Active learning methodologies |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS HUMANAS::EDUCACAO |
description |
This study is part of a master's research carried out in the Programa de Pós-Graduação em Tecnologias Educacionais em Rede. It presents the results of the investigation on the theoretical-practical conceptual approximation between flipped classroom approach and knowledge and skills of teachers in the context of the Universidade Federal de Santa Maria (UFSM), by means of production and provision of a multimedia courseware on the concept under study. In this teaching approach, the student has contact with the basic information about the study content before class. Thus, the school time is extended to develop practical activities oriented on understanding and problem solving, and to offer personalized guidance. The research proposal was focused on the presentation of the elements that characterize and define flipped classroom to later question the degree of familiarity, applications, and interest of UFSM‘s teachers in this model. The research was justified by the need to promote the dissemination of pedagogical strategies that allow integration between active methodologies and educational technologies in higher education in the era of digital learning. The general objective is to contribute with the innovation of the teaching-learning processes of the university‘s teachers. The study has qualitative, descriptive and exploratory nature and started from the identification of the state of art on the subject, which arose from the bibliographic review. The initial results of the theoretical review indicated that flipped classroom approach allows integration between technologies and active methodologies, providing students with more autonomy about learning, therefore increasing their engagement in class. The research results showed that the model was unknown to most participants, but many of them identified aspects of classroom flip in their teaching practices, albeit only partially. The courseware served the purpose of disseminating basic information about the approach, evidencing that there was an understanding of the presented concepts. As for the training demands, the teachers considered Peer Instruction and Just-in-Time Teaching as the most interesting methodologies to flip their classrooms. On the other hand, interactive digital whiteboard, video and audio editing software, and screencast are the technologies that the teachers showed motivation in learning. Finally, active learning methodologies and hybrid teaching are the themes that most aroused the participants‘ interest on teacher training. |
publishDate |
2016 |
dc.date.issued.fl_str_mv |
2016-12-13 |
dc.date.accessioned.fl_str_mv |
2017-11-16T14:28:50Z |
dc.date.available.fl_str_mv |
2017-11-16T14:28:50Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://repositorio.ufsm.br/handle/1/12043 |
url |
http://repositorio.ufsm.br/handle/1/12043 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.cnpq.fl_str_mv |
700800000006 |
dc.relation.confidence.fl_str_mv |
600 |
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dc.rights.driver.fl_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Tecnologias Educacionais em Rede |
dc.publisher.initials.fl_str_mv |
UFSM |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Educação |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Educação |
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