Operacionalização dos objetivos educacionais nos cursos de engenharia
Autor(a) principal: | |
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Data de Publicação: | 1979 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional do FGV (FGV Repositório Digital) |
Texto Completo: | http://hdl.handle.net/10438/9312 |
Resumo: | Several strategies can be adapted for the attainment of the purposes of a subject in school curriculum. The strategy of teaching by operationalized objectives is based on the principle of stating the educational objectives in terms of the expected performance of the pupil, and in stating the minimum standards for this performance. The implementation of a course of studies planned with the strategy of operationalized objectives should be made with full knowledge, by the students, of the performance that they are expected to master. This course of studies should be the basis for the planning of all the school activities of the teacher and of the pupils. This empirical research indicates that, in terms of main effect, the strategy of teaching by operationalized objectives is slightly more effective than the traditional strategy of teaching . This research, the purpose of wich was to compare the effectiveness of three teaching strategies - traditional teaching, and the teaching based on operationalized educational objectives, with and without freedom of choice by the students of some of the educational objectives - resulted, in three classes where each of those strategies was adopted, the indexes of effectiveness of 5,63 for the traditional strategy, 7,48 for the strategy of teaching with operationalized objectives without freedom of choice, and 7,29 for the strategy of teaching with operationalized objectives with freedom of choice of objectives. Strong second order interaction effects were detected between several variables analyzed: Variation of the LeveI of Knowledge of the subject and Entrance Examination Performance, Socio-Economical and Cultural status, and Attendance. The results indicate that the strategy with operationalized objectives is significantly superior to traditional teaching for several of the categories into which the groups split when classified according to these variables. |
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Filizzola, TherezinhaInstitutos::IESAEDenipoti, Elza LuciaGrinspun, Mirian Paura Sabrosa ZippinCastro, Celia Lucia Monteiro de2012-02-27T12:49:36Z2012-02-27T12:49:36Z1979-05-07FILIZZOLA, Therezinha. Operacionalização dos objetivos educacionais nos cursos de engenharia. Dissertação (Mestrado em Educação) - FGV - Fundação Getúlio Vargas, Rio de Janeiro, 1979.http://hdl.handle.net/10438/9312Several strategies can be adapted for the attainment of the purposes of a subject in school curriculum. The strategy of teaching by operationalized objectives is based on the principle of stating the educational objectives in terms of the expected performance of the pupil, and in stating the minimum standards for this performance. The implementation of a course of studies planned with the strategy of operationalized objectives should be made with full knowledge, by the students, of the performance that they are expected to master. This course of studies should be the basis for the planning of all the school activities of the teacher and of the pupils. This empirical research indicates that, in terms of main effect, the strategy of teaching by operationalized objectives is slightly more effective than the traditional strategy of teaching . This research, the purpose of wich was to compare the effectiveness of three teaching strategies - traditional teaching, and the teaching based on operationalized educational objectives, with and without freedom of choice by the students of some of the educational objectives - resulted, in three classes where each of those strategies was adopted, the indexes of effectiveness of 5,63 for the traditional strategy, 7,48 for the strategy of teaching with operationalized objectives without freedom of choice, and 7,29 for the strategy of teaching with operationalized objectives with freedom of choice of objectives. Strong second order interaction effects were detected between several variables analyzed: Variation of the LeveI of Knowledge of the subject and Entrance Examination Performance, Socio-Economical and Cultural status, and Attendance. The results indicate that the strategy with operationalized objectives is significantly superior to traditional teaching for several of the categories into which the groups split when classified according to these variables.Para a consecução das finalidades de uma disciplina de um curso , várias estratégias de ensino podem ser utilizadas. A estratégia de ensino por objetivos operacionalizados adota, como princípio fundamental, a descrição dos objetivos educacionais em termos do desempenho esperado do aluno e a fixação de padrões mínimos de rendimento aceitável nesse desempenho. A programação de ensino por objetivos operacionalizados deve ser dada a conhecer ao educando, e deve servir de base para o planejamento das atividades docentes e discentes , orientando o aluno nos seus esforços para aprender, e o professor na escolha das técnicas e recursos de ensino que permitam tornar o ensino eficaz. Os resultados da pesquisa empírica realizada mostram que, no nível de efeito principal, o ensino por objetivos operacionalizados é ligeiramente superior ao ensino tradicional . Três turmas foram objeto do experimento, cujo propósito foi comparar , no ensino de Geometria Descritiva, a eficácia relativa das estratégias de ensino com programação por objetivos operacionalizados e a do ensino tradicional. Resultaram os Índices representativos daquela variável: 5,63 para o ensino tradicional, 7,48 para o ensino por objetivos operacionalizados com programação rígida e 7,29 para o ensino por objetivos operacionalizados em que os alunos tiveram liberdade de alguns dos objetivos educacionais. Fortes efeitos de interação foram detectados entre a variável Estratégia de Ensino e as variáveis Escores do Concurso Vestibular, Caracterização Sócio-Econômica e Cultural e Assiduidade, mostrando que, para algumas categorias de alunos, o ensino por objetivos operacionalizados tem rendimento significativamente maior que o ensino tradicional. Os resultados mostram que para algumas categorias a liberdade dada ao aluno para escolher alguns dos objetivos educacionais prejudica o seu nível de aproveitamento no curso, relativamente à mesma estratégia de ensino, porém, com programação totalmente fixada pelo professor. Mesmo nesses casos, o rendimento do ensino por objetivos operacionalizados revela-se superior ao do ensino tradicional.porTodo cuidado foi dispensado para respeitar os direitos autorais deste trabalho. Entretanto, caso esta obra aqui depositada seja protegida por direitos autorais externos a esta instituição, contamos com a compreensão do autor e solicitamos que o mesmo faça contato através do Fale Conosco para que possamos tomar as providências cabíveis.info:eu-repo/semantics/openAccessOperacionalização dos objetivos educacionais nos cursos de engenhariainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisEducaçãoEducação - Finalidades e objetivosEngenharia - Estudo e ensinoreponame:Repositório Institucional do FGV (FGV Repositório Digital)instname:Fundação Getulio Vargas (FGV)instacron:FGVORIGINAL000021764.pdf000021764.pdfPDFapplication/pdf33797089https://repositorio.fgv.br/bitstreams/f5a96924-bdee-4605-90cc-2af05df8c06a/downloadd3996ed0f69a307be840b6b04962d32aMD51LICENSElicense.txtlicense.txttext/plain; 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|
dc.title.por.fl_str_mv |
Operacionalização dos objetivos educacionais nos cursos de engenharia |
title |
Operacionalização dos objetivos educacionais nos cursos de engenharia |
spellingShingle |
Operacionalização dos objetivos educacionais nos cursos de engenharia Filizzola, Therezinha Educação Educação - Finalidades e objetivos Engenharia - Estudo e ensino |
title_short |
Operacionalização dos objetivos educacionais nos cursos de engenharia |
title_full |
Operacionalização dos objetivos educacionais nos cursos de engenharia |
title_fullStr |
Operacionalização dos objetivos educacionais nos cursos de engenharia |
title_full_unstemmed |
Operacionalização dos objetivos educacionais nos cursos de engenharia |
title_sort |
Operacionalização dos objetivos educacionais nos cursos de engenharia |
author |
Filizzola, Therezinha |
author_facet |
Filizzola, Therezinha |
author_role |
author |
dc.contributor.unidadefgv.por.fl_str_mv |
Institutos::IESAE |
dc.contributor.member.none.fl_str_mv |
Denipoti, Elza Lucia Grinspun, Mirian Paura Sabrosa Zippin |
dc.contributor.author.fl_str_mv |
Filizzola, Therezinha |
dc.contributor.advisor1.fl_str_mv |
Castro, Celia Lucia Monteiro de |
contributor_str_mv |
Castro, Celia Lucia Monteiro de |
dc.subject.area.por.fl_str_mv |
Educação |
topic |
Educação Educação - Finalidades e objetivos Engenharia - Estudo e ensino |
dc.subject.bibliodata.por.fl_str_mv |
Educação - Finalidades e objetivos Engenharia - Estudo e ensino |
description |
Several strategies can be adapted for the attainment of the purposes of a subject in school curriculum. The strategy of teaching by operationalized objectives is based on the principle of stating the educational objectives in terms of the expected performance of the pupil, and in stating the minimum standards for this performance. The implementation of a course of studies planned with the strategy of operationalized objectives should be made with full knowledge, by the students, of the performance that they are expected to master. This course of studies should be the basis for the planning of all the school activities of the teacher and of the pupils. This empirical research indicates that, in terms of main effect, the strategy of teaching by operationalized objectives is slightly more effective than the traditional strategy of teaching . This research, the purpose of wich was to compare the effectiveness of three teaching strategies - traditional teaching, and the teaching based on operationalized educational objectives, with and without freedom of choice by the students of some of the educational objectives - resulted, in three classes where each of those strategies was adopted, the indexes of effectiveness of 5,63 for the traditional strategy, 7,48 for the strategy of teaching with operationalized objectives without freedom of choice, and 7,29 for the strategy of teaching with operationalized objectives with freedom of choice of objectives. Strong second order interaction effects were detected between several variables analyzed: Variation of the LeveI of Knowledge of the subject and Entrance Examination Performance, Socio-Economical and Cultural status, and Attendance. The results indicate that the strategy with operationalized objectives is significantly superior to traditional teaching for several of the categories into which the groups split when classified according to these variables. |
publishDate |
1979 |
dc.date.issued.fl_str_mv |
1979-05-07 |
dc.date.accessioned.fl_str_mv |
2012-02-27T12:49:36Z |
dc.date.available.fl_str_mv |
2012-02-27T12:49:36Z |
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.citation.fl_str_mv |
FILIZZOLA, Therezinha. Operacionalização dos objetivos educacionais nos cursos de engenharia. Dissertação (Mestrado em Educação) - FGV - Fundação Getúlio Vargas, Rio de Janeiro, 1979. |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10438/9312 |
identifier_str_mv |
FILIZZOLA, Therezinha. Operacionalização dos objetivos educacionais nos cursos de engenharia. Dissertação (Mestrado em Educação) - FGV - Fundação Getúlio Vargas, Rio de Janeiro, 1979. |
url |
http://hdl.handle.net/10438/9312 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.source.none.fl_str_mv |
reponame:Repositório Institucional do FGV (FGV Repositório Digital) instname:Fundação Getulio Vargas (FGV) instacron:FGV |
instname_str |
Fundação Getulio Vargas (FGV) |
instacron_str |
FGV |
institution |
FGV |
reponame_str |
Repositório Institucional do FGV (FGV Repositório Digital) |
collection |
Repositório Institucional do FGV (FGV Repositório Digital) |
bitstream.url.fl_str_mv |
https://repositorio.fgv.br/bitstreams/f5a96924-bdee-4605-90cc-2af05df8c06a/download https://repositorio.fgv.br/bitstreams/77ea6a6b-85fa-42af-bcb7-4f52ee6f3ad5/download https://repositorio.fgv.br/bitstreams/470acebe-4782-4e55-8f56-a24eb5310ad5/download https://repositorio.fgv.br/bitstreams/c73e5a36-f13d-4e94-9632-f9906d8fc8ab/download |
bitstream.checksum.fl_str_mv |
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bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional do FGV (FGV Repositório Digital) - Fundação Getulio Vargas (FGV) |
repository.mail.fl_str_mv |
|
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1810024057604669440 |