Interagindo com os números complexos : um material potencialmente significativo para acadêmicos de engenharia
Autor(a) principal: | |
---|---|
Data de Publicação: | 2021 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Biblioteca Digital de Teses e Dissertações da PUC_RS |
Texto Completo: | http://tede2.pucrs.br/tede2/handle/tede/9858 |
Resumo: | This thesis seeks to understand the impact of the use of the MatEletric multimodal learning object used in the teaching of alternating current electrical circuits to Engineering students, based on the theoretical assumptions of the Meaningful Learning Theory and Problem Solving. This research has a qualitative approach, of the case study type, whose corpus was analyzed from the methodological perspective of Textual Discourse Analysis. The thesis defended is that learning objects can collaborate significantly in the process of content teaching, if the didactic material developed follows the orientations of the assumptions of the Meaningful Learning Theory integrated with the problem solving strategy. In the search for these understandings, a study was conducted in a Higher Education Institution in Serra Gaúcha, in which MatEletric was used by a class of Engineering students who were studying the content of alternating current electrical circuits. MatEletric was used by the professor as a didactic material to introduce general concepts of alternating current electrical circuits, but also to study contents considered basic, enabling a solid knowledge base for the students to learn significantly. Given this context, different instruments were used to build the data of this research: slides that the academics evaluated MatEletric; a virtual questionnaire and semistructured interviews of the academics and the teacher; and the records of the observations of the virtual classes. Within the results obtained, it was found that in the elaboration of multimodal learning objects, as didactic material, in an introductory phase, it is pertinent to contextualize the content, showing its application in real situations, relating it to the professional training of the students, thus seeking to motivate them to make a cognitive effort to construct meaning. The construction of meaning implies considering previous knowledge in the teaching process, because learning occurs when non-arbitrary and non-literal relationships are established between the content studied and the students' knowledge. Therefore, in the elaboration of multimodal learning objects, as didactic material, it should have prior organizers for the students to verify their level of understanding of the knowledge considered as a basis for understanding the didactic content, besides having different didactic resources to fill learning gaps and activate this knowledge in their cognitive structure. Finally, problem solving is a teaching strategy to unify the previous steps - contextualization of content and previous organizers - allowing students to establish new relationships and understand more specific concepts of the content studied. Therefore, it has the understanding that the tripod of the Meaningful Learning Theory, Problem Solving and Digital Technologies are theoretical assumptions with potential to promote the role of the Engineering students in the learning process, overcoming a transmissive and repetitive teaching, through different resources that provide the construction of meanings, the development of skills and abilities considered essential in their professional and personal training. |
id |
P_RS_50284ee0dfe7c7ec36bd1d5e64e4a0a6 |
---|---|
oai_identifier_str |
oai:tede2.pucrs.br:tede/9858 |
network_acronym_str |
P_RS |
network_name_str |
Biblioteca Digital de Teses e Dissertações da PUC_RS |
repository_id_str |
|
spelling |
Lima, Valderez Marina do Rosáriohttp://lattes.cnpq.br/4171062268615605Lima, Isolda Gianni dehttp://lattes.cnpq.br/6722724060113247http://lattes.cnpq.br/1383741674721811Puhl, Cassiano Scott2021-09-16T17:43:49Z2021-03-25http://tede2.pucrs.br/tede2/handle/tede/9858This thesis seeks to understand the impact of the use of the MatEletric multimodal learning object used in the teaching of alternating current electrical circuits to Engineering students, based on the theoretical assumptions of the Meaningful Learning Theory and Problem Solving. This research has a qualitative approach, of the case study type, whose corpus was analyzed from the methodological perspective of Textual Discourse Analysis. The thesis defended is that learning objects can collaborate significantly in the process of content teaching, if the didactic material developed follows the orientations of the assumptions of the Meaningful Learning Theory integrated with the problem solving strategy. In the search for these understandings, a study was conducted in a Higher Education Institution in Serra Gaúcha, in which MatEletric was used by a class of Engineering students who were studying the content of alternating current electrical circuits. MatEletric was used by the professor as a didactic material to introduce general concepts of alternating current electrical circuits, but also to study contents considered basic, enabling a solid knowledge base for the students to learn significantly. Given this context, different instruments were used to build the data of this research: slides that the academics evaluated MatEletric; a virtual questionnaire and semistructured interviews of the academics and the teacher; and the records of the observations of the virtual classes. Within the results obtained, it was found that in the elaboration of multimodal learning objects, as didactic material, in an introductory phase, it is pertinent to contextualize the content, showing its application in real situations, relating it to the professional training of the students, thus seeking to motivate them to make a cognitive effort to construct meaning. The construction of meaning implies considering previous knowledge in the teaching process, because learning occurs when non-arbitrary and non-literal relationships are established between the content studied and the students' knowledge. Therefore, in the elaboration of multimodal learning objects, as didactic material, it should have prior organizers for the students to verify their level of understanding of the knowledge considered as a basis for understanding the didactic content, besides having different didactic resources to fill learning gaps and activate this knowledge in their cognitive structure. Finally, problem solving is a teaching strategy to unify the previous steps - contextualization of content and previous organizers - allowing students to establish new relationships and understand more specific concepts of the content studied. Therefore, it has the understanding that the tripod of the Meaningful Learning Theory, Problem Solving and Digital Technologies are theoretical assumptions with potential to promote the role of the Engineering students in the learning process, overcoming a transmissive and repetitive teaching, through different resources that provide the construction of meanings, the development of skills and abilities considered essential in their professional and personal training.Nesta tese, busca-se compreender o impacto da utilização do objeto de aprendizagem multimodal MatEletric no ensino de circuitos elétricos em corrente alternada para acadêmicos de Engenharia, a partir dos pressupostos teóricos da Teoria da Aprendizagem Significativa e da Resolução de Problemas. Essa investigação tem uma abordagem qualitativa, do tipo estudo de caso, cujo corpus foi analisado a partir da perspectiva metodológica da Análise Textual Discursiva. A tese defendida é de que os objetos de aprendizagem podem colaborar significativamente no processo de ensino de conteúdos se o material didático desenvolvido seguir as orientações de pressupostos da Teoria da Aprendizagem Significativa integradas à estratégia da resolução de problemas. Na busca por esses entendimentos, realizou-se um estudo em uma instituição de ensino superior da Serra Gaúcha, na qual o MatEletric foi utilizado por uma turma de acadêmicos de Engenharia que estavam estudando o conteúdo de circuitos elétricos em corrente alternada. O MatEletric foi utilizado pelo professor como um material didático para introduzir conceitos gerais de circuitos elétricos em corrente alternada, mas também para estudar conteúdos considerados básicos, possibilitando uma base sólida de conhecimento para os acadêmicos aprenderem significativamente. Diante desse contexto, utilizaram-se diferentes instrumentos para construir os dados desta pesquisa: slides, que os acadêmicos avaliavam, o MatEletric; questionário virtua l e entrevistas semiestruturadas respondidas por acadêmicos e pelo professor; e registros das observações das aulas virtuais. Dentre os resultados obtidos, constatou-se que, na elaboração de objetos de aprendizagem multimodais como material didático, em uma fase introdutória, faz-se pertinente contextualizar o conteúdo, mostrando a sua aplicação em situações reais, relacionando-os com a formação profissional dos acadêmicos, buscando assim motivá-los a realizar um esforço cognitivo para construírem significados. A construção de significado implica considerar os conhecimentos prévios no processo de ensino, pois a aprendizagem ocorre no estabelecimento de relações não arbitrárias e não literais do conteúdo estudado com os conhecimentos dos acadêmicos. Diante disso, na elaboração de objetos de aprendizagem multimodais como material didático, deve-se dispor de organizadores prévios, para que os acadêmicos verifiquem o seu nível de entendimento dos conhecimentos considerados base para compreender o conteúdo didático, além de diferentes recursos didáticos para preencher lacunas de aprendizagem e ativar esses conhecimentos na sua estrutura cognitiva. Por fim, a resolução de problemas consiste em uma estratégia didática para unificar as etapas anteriores – de contextualização do conteúdo e de organizadores prévios –, permitindo que os acadêmicos estabeleçam novas relações e compreendam conceitos mais específicos do conteúdo estudado. Portanto, tem-se a compreensão de que o tripé Teoria da Aprendizagem Significativa, Resolução de Problemas e Tecnologias Digitais constitui um pressuposto teórico com potencial para promover o protagonismo dos acadêmicos de Engenharia no processo de aprendizagem, superando assim um ensino transmissivo e repetitivo. Tal processo se dá por meio de diferentes recursos que proporcionam a construção de significados, além do desenvolvimento de habilidades e capacidades consideradas essenciais na sua formação profissional e pessoal.Submitted by PPG Educação em Ciências e Matemática (educempg@pucrs.br) on 2021-09-15T12:31:45Z No. of bitstreams: 1 Tese_Cassiano_Final.pdf: 5828434 bytes, checksum: 7b9f921965b26a36aebf225f6bb1b057 (MD5)Approved for entry into archive by Sarajane Pan (sarajane.pan@pucrs.br) on 2021-09-16T17:37:17Z (GMT) No. of bitstreams: 1 Tese_Cassiano_Final.pdf: 5828434 bytes, checksum: 7b9f921965b26a36aebf225f6bb1b057 (MD5)Made available in DSpace on 2021-09-16T17:43:49Z (GMT). No. of bitstreams: 1 Tese_Cassiano_Final.pdf: 5828434 bytes, checksum: 7b9f921965b26a36aebf225f6bb1b057 (MD5) Previous issue date: 2021-03-25Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESapplication/pdfhttp://tede2.pucrs.br:80/tede2/retrieve/182055/Tese_Cassiano_Final.pdf.jpgporPontifícia Universidade Católica do Rio Grande do SulPrograma de Pós-Graduação em Educação em Ciências e MatemáticaPUCRSBrasilEscola PolitécnicaObjetos de Aprendizagem MultimodaisEnsino em EngenhariaTeoria da Aprendizagem SignificativaResolução de ProblemasMultimodal Learning ObjectsEngineering TeachingMeaningful Learning TheoryProblem SolvingCIENCIAS HUMANAS::ENSINOInteragindo com os números complexos : um material potencialmente significativo para acadêmicos de engenhariainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisTrabalho não apresenta restrição para publicação61853240251010026105006003590462550136975366info:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_RSinstname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)instacron:PUC_RSTHUMBNAILTese_Cassiano_Final.pdf.jpgTese_Cassiano_Final.pdf.jpgimage/jpeg5391http://tede2.pucrs.br/tede2/bitstream/tede/9858/4/Tese_Cassiano_Final.pdf.jpg561b4dffd428525cff519895e6002496MD54TEXTTese_Cassiano_Final.pdf.txtTese_Cassiano_Final.pdf.txttext/plain711718http://tede2.pucrs.br/tede2/bitstream/tede/9858/3/Tese_Cassiano_Final.pdf.txtd04ac0a640fde96f55b5f060e6d284efMD53ORIGINALTese_Cassiano_Final.pdfTese_Cassiano_Final.pdfapplication/pdf5828434http://tede2.pucrs.br/tede2/bitstream/tede/9858/2/Tese_Cassiano_Final.pdf7b9f921965b26a36aebf225f6bb1b057MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-8590http://tede2.pucrs.br/tede2/bitstream/tede/9858/1/license.txt220e11f2d3ba5354f917c7035aadef24MD51tede/98582021-09-16 20:00:16.188oai:tede2.pucrs.br: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Biblioteca Digital de Teses e Dissertaçõeshttp://tede2.pucrs.br/tede2/PRIhttps://tede2.pucrs.br/oai/requestbiblioteca.central@pucrs.br||opendoar:2021-09-16T23:00:16Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS)false |
dc.title.por.fl_str_mv |
Interagindo com os números complexos : um material potencialmente significativo para acadêmicos de engenharia |
title |
Interagindo com os números complexos : um material potencialmente significativo para acadêmicos de engenharia |
spellingShingle |
Interagindo com os números complexos : um material potencialmente significativo para acadêmicos de engenharia Puhl, Cassiano Scott Objetos de Aprendizagem Multimodais Ensino em Engenharia Teoria da Aprendizagem Significativa Resolução de Problemas Multimodal Learning Objects Engineering Teaching Meaningful Learning Theory Problem Solving CIENCIAS HUMANAS::ENSINO |
title_short |
Interagindo com os números complexos : um material potencialmente significativo para acadêmicos de engenharia |
title_full |
Interagindo com os números complexos : um material potencialmente significativo para acadêmicos de engenharia |
title_fullStr |
Interagindo com os números complexos : um material potencialmente significativo para acadêmicos de engenharia |
title_full_unstemmed |
Interagindo com os números complexos : um material potencialmente significativo para acadêmicos de engenharia |
title_sort |
Interagindo com os números complexos : um material potencialmente significativo para acadêmicos de engenharia |
author |
Puhl, Cassiano Scott |
author_facet |
Puhl, Cassiano Scott |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Lima, Valderez Marina do Rosário |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/4171062268615605 |
dc.contributor.advisor-co1.fl_str_mv |
Lima, Isolda Gianni de |
dc.contributor.advisor-co1Lattes.fl_str_mv |
http://lattes.cnpq.br/6722724060113247 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/1383741674721811 |
dc.contributor.author.fl_str_mv |
Puhl, Cassiano Scott |
contributor_str_mv |
Lima, Valderez Marina do Rosário Lima, Isolda Gianni de |
dc.subject.por.fl_str_mv |
Objetos de Aprendizagem Multimodais Ensino em Engenharia Teoria da Aprendizagem Significativa Resolução de Problemas |
topic |
Objetos de Aprendizagem Multimodais Ensino em Engenharia Teoria da Aprendizagem Significativa Resolução de Problemas Multimodal Learning Objects Engineering Teaching Meaningful Learning Theory Problem Solving CIENCIAS HUMANAS::ENSINO |
dc.subject.eng.fl_str_mv |
Multimodal Learning Objects Engineering Teaching Meaningful Learning Theory Problem Solving |
dc.subject.cnpq.fl_str_mv |
CIENCIAS HUMANAS::ENSINO |
description |
This thesis seeks to understand the impact of the use of the MatEletric multimodal learning object used in the teaching of alternating current electrical circuits to Engineering students, based on the theoretical assumptions of the Meaningful Learning Theory and Problem Solving. This research has a qualitative approach, of the case study type, whose corpus was analyzed from the methodological perspective of Textual Discourse Analysis. The thesis defended is that learning objects can collaborate significantly in the process of content teaching, if the didactic material developed follows the orientations of the assumptions of the Meaningful Learning Theory integrated with the problem solving strategy. In the search for these understandings, a study was conducted in a Higher Education Institution in Serra Gaúcha, in which MatEletric was used by a class of Engineering students who were studying the content of alternating current electrical circuits. MatEletric was used by the professor as a didactic material to introduce general concepts of alternating current electrical circuits, but also to study contents considered basic, enabling a solid knowledge base for the students to learn significantly. Given this context, different instruments were used to build the data of this research: slides that the academics evaluated MatEletric; a virtual questionnaire and semistructured interviews of the academics and the teacher; and the records of the observations of the virtual classes. Within the results obtained, it was found that in the elaboration of multimodal learning objects, as didactic material, in an introductory phase, it is pertinent to contextualize the content, showing its application in real situations, relating it to the professional training of the students, thus seeking to motivate them to make a cognitive effort to construct meaning. The construction of meaning implies considering previous knowledge in the teaching process, because learning occurs when non-arbitrary and non-literal relationships are established between the content studied and the students' knowledge. Therefore, in the elaboration of multimodal learning objects, as didactic material, it should have prior organizers for the students to verify their level of understanding of the knowledge considered as a basis for understanding the didactic content, besides having different didactic resources to fill learning gaps and activate this knowledge in their cognitive structure. Finally, problem solving is a teaching strategy to unify the previous steps - contextualization of content and previous organizers - allowing students to establish new relationships and understand more specific concepts of the content studied. Therefore, it has the understanding that the tripod of the Meaningful Learning Theory, Problem Solving and Digital Technologies are theoretical assumptions with potential to promote the role of the Engineering students in the learning process, overcoming a transmissive and repetitive teaching, through different resources that provide the construction of meanings, the development of skills and abilities considered essential in their professional and personal training. |
publishDate |
2021 |
dc.date.accessioned.fl_str_mv |
2021-09-16T17:43:49Z |
dc.date.issued.fl_str_mv |
2021-03-25 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
format |
doctoralThesis |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://tede2.pucrs.br/tede2/handle/tede/9858 |
url |
http://tede2.pucrs.br/tede2/handle/tede/9858 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
6185324025101002610 |
dc.relation.confidence.fl_str_mv |
500 600 |
dc.relation.sponsorship.fl_str_mv |
3590462550136975366 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Pontifícia Universidade Católica do Rio Grande do Sul |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação em Ciências e Matemática |
dc.publisher.initials.fl_str_mv |
PUCRS |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Escola Politécnica |
publisher.none.fl_str_mv |
Pontifícia Universidade Católica do Rio Grande do Sul |
dc.source.none.fl_str_mv |
reponame:Biblioteca Digital de Teses e Dissertações da PUC_RS instname:Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) instacron:PUC_RS |
instname_str |
Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
instacron_str |
PUC_RS |
institution |
PUC_RS |
reponame_str |
Biblioteca Digital de Teses e Dissertações da PUC_RS |
collection |
Biblioteca Digital de Teses e Dissertações da PUC_RS |
bitstream.url.fl_str_mv |
http://tede2.pucrs.br/tede2/bitstream/tede/9858/4/Tese_Cassiano_Final.pdf.jpg http://tede2.pucrs.br/tede2/bitstream/tede/9858/3/Tese_Cassiano_Final.pdf.txt http://tede2.pucrs.br/tede2/bitstream/tede/9858/2/Tese_Cassiano_Final.pdf http://tede2.pucrs.br/tede2/bitstream/tede/9858/1/license.txt |
bitstream.checksum.fl_str_mv |
561b4dffd428525cff519895e6002496 d04ac0a640fde96f55b5f060e6d284ef 7b9f921965b26a36aebf225f6bb1b057 220e11f2d3ba5354f917c7035aadef24 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca Digital de Teses e Dissertações da PUC_RS - Pontifícia Universidade Católica do Rio Grande do Sul (PUCRS) |
repository.mail.fl_str_mv |
biblioteca.central@pucrs.br|| |
_version_ |
1799765351757512704 |