The UBUNTUfication of a 21st century transformative primary english classroom
Autor(a) principal: | |
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Data de Publicação: | 2017 |
Tipo de documento: | Dissertação |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://hdl.handle.net/10400.22/10789 |
Resumo: | This project targets on African oral tradition storytelling intermingled with the Ubuntu philosophy and traditional cultures (Varty, 2013) in primary school learning contexts, focusing on how oral traditional stories can be integrated into classroom practices as a means of transformation and of accommodating diversity to foster social cohesion and sustainable development (Battiste, 2005; Themane, et al., 2011). By encompassing oral traditional storytelling with an experiential communicative approach (Fernández- Corbacho, 2014), both strategies and materials, which take into account the Gamification Octalysis Framework (Chou, 2016), have been created and experimented in a 4th year primary school in Oporto. Departing on Chou’s (2016) Octalysis framework and how it can effectively be applied during the implementation of several gamification designs and practices, leading us to a greater understanding of how competitiveness fostered in gamified tasks can be favourable to Primary English learning. Moreover, it is the authors’ intention to tap into the core essence of classroom practice, by focusing on the gamified tasks which stimulated collaboration, communication, critical thinking and creativity, which are considered as the basis for 21st century skills (Duarte, & Cruz 2017). An ethnographic methodological approach, with triangulation of data collection tools (questionnaires, course books analysis grids, lesson plans, self-assessment worksheets and project works), was resorted. Gamified practices, which deal with South African cultural and linguistic varieties (Esteves, & Hurst, 2009) and 21st Century Learning skills, were analized. The main results show that the gamification approach can aid in the progression of dialogue, can promote cultural awareness and can expedite pupil’s cognitive and affective enthralment and engagement, fostering the development of these skills (Cruz, & Orange, 2016; Shatz, 2015). |
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The UBUNTUfication of a 21st century transformative primary english classroomOctalysis frameworkGamificationStorytelling21st century skillsGamificaçãocompetências do século XXIDomínio/Área Científica::Humanidades::Línguas e LiteraturasThis project targets on African oral tradition storytelling intermingled with the Ubuntu philosophy and traditional cultures (Varty, 2013) in primary school learning contexts, focusing on how oral traditional stories can be integrated into classroom practices as a means of transformation and of accommodating diversity to foster social cohesion and sustainable development (Battiste, 2005; Themane, et al., 2011). By encompassing oral traditional storytelling with an experiential communicative approach (Fernández- Corbacho, 2014), both strategies and materials, which take into account the Gamification Octalysis Framework (Chou, 2016), have been created and experimented in a 4th year primary school in Oporto. Departing on Chou’s (2016) Octalysis framework and how it can effectively be applied during the implementation of several gamification designs and practices, leading us to a greater understanding of how competitiveness fostered in gamified tasks can be favourable to Primary English learning. Moreover, it is the authors’ intention to tap into the core essence of classroom practice, by focusing on the gamified tasks which stimulated collaboration, communication, critical thinking and creativity, which are considered as the basis for 21st century skills (Duarte, & Cruz 2017). An ethnographic methodological approach, with triangulation of data collection tools (questionnaires, course books analysis grids, lesson plans, self-assessment worksheets and project works), was resorted. Gamified practices, which deal with South African cultural and linguistic varieties (Esteves, & Hurst, 2009) and 21st Century Learning skills, were analized. The main results show that the gamification approach can aid in the progression of dialogue, can promote cultural awareness and can expedite pupil’s cognitive and affective enthralment and engagement, fostering the development of these skills (Cruz, & Orange, 2016; Shatz, 2015).Este trabalho foca-se na narrativa das tradições orais Africanas, articuladas com a filosofia Ubuntu e as culturas tradicionais (Varty, 2013) em contextos de aprendizagem do 1º CEB, concentrando-se na forma como as histórias tradicionais orais podem ser integradas nas práticas de sala de aula como meio de transformação e de acolhimento da diversidade, de forma a estimular a coesão social e o desenvolvimento sustentável (Battiste, 2005; Themane, et al., 2011). Ao abranger a narrativa tradicional oral com uma abordagem comunicativa experiencial (Fernández-Corbacho, 2014), estratégias e materiais, que têm em consideração a Octalysis Framework de Gamificação (Chou, 2016), foram criados e experimentados numa turma de 4º ano de uma escola do 1º CEB no Porto. O nosso objetivo é refletir sobre a estrutura de Octalysis de Chou (2016) e como ela pode efetivamente ser aplicada durante a implementação de vários designs e práticas de gamificação, levando-nos a uma melhor compreensão de como a competitividade promovida através de tarefas gamificadas pode ser favorável à aprendizagem do inglês no 1º CEB. Além disso, é a intenção dos autores explorar a essência central da prática da sala de aula, concentrando-se nas tarefas gamificadas que estimularam a colaboração, comunicação, pensamento crítico e a criatividade, que são consideradas como base nas competências do século XXI (Duarte, & Cruz, 2017). Recorreu-se a uma abordagem metodológica etnográfica, com triangulação de instrumentos de recolha de dados (questionários, grelhas de análise de manuais, planos de aula, fichas de autoavaliaçao e trabalhos de projeto). Foram analisadas práticas gamificadas que se encontram relacionadas com as variedades culturais e linguísticas da África do Sul (Esteves, & Hurst, 2009) e as competências para o século XXI (Duarte, & Cruz, 2017). Os principais resultados mostram que a abordagem da gamificação pode auxiliar na progressão do diálogo, promover a conscientização cultural e acelerar o efetivo entusiasmo e engajamento cognitivo dos alunos, promovendo o desenvolvimento dessas competências (Cruz, & Orange, 2016; Shatz, 2015).Instituto Politécnico do Porto. Escola Superior de EducaçãoCruz, Mário Rui Domingues Ferreira daRepositório Científico do Instituto Politécnico do PortoOliveira, Suzette Marina Antunes Duarte2018-01-16T14:22:30Z201720172017-01-01T00:00:00Zinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfhttp://hdl.handle.net/10400.22/10789TID:201835096enginfo:eu-repo/semantics/openAccessreponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAP2023-03-13T12:52:50Zoai:recipp.ipp.pt:10400.22/10789Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-19T17:31:13.497110Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
The UBUNTUfication of a 21st century transformative primary english classroom |
title |
The UBUNTUfication of a 21st century transformative primary english classroom |
spellingShingle |
The UBUNTUfication of a 21st century transformative primary english classroom Oliveira, Suzette Marina Antunes Duarte Octalysis framework Gamification Storytelling 21st century skills Gamificação competências do século XXI Domínio/Área Científica::Humanidades::Línguas e Literaturas |
title_short |
The UBUNTUfication of a 21st century transformative primary english classroom |
title_full |
The UBUNTUfication of a 21st century transformative primary english classroom |
title_fullStr |
The UBUNTUfication of a 21st century transformative primary english classroom |
title_full_unstemmed |
The UBUNTUfication of a 21st century transformative primary english classroom |
title_sort |
The UBUNTUfication of a 21st century transformative primary english classroom |
author |
Oliveira, Suzette Marina Antunes Duarte |
author_facet |
Oliveira, Suzette Marina Antunes Duarte |
author_role |
author |
dc.contributor.none.fl_str_mv |
Cruz, Mário Rui Domingues Ferreira da Repositório Científico do Instituto Politécnico do Porto |
dc.contributor.author.fl_str_mv |
Oliveira, Suzette Marina Antunes Duarte |
dc.subject.por.fl_str_mv |
Octalysis framework Gamification Storytelling 21st century skills Gamificação competências do século XXI Domínio/Área Científica::Humanidades::Línguas e Literaturas |
topic |
Octalysis framework Gamification Storytelling 21st century skills Gamificação competências do século XXI Domínio/Área Científica::Humanidades::Línguas e Literaturas |
description |
This project targets on African oral tradition storytelling intermingled with the Ubuntu philosophy and traditional cultures (Varty, 2013) in primary school learning contexts, focusing on how oral traditional stories can be integrated into classroom practices as a means of transformation and of accommodating diversity to foster social cohesion and sustainable development (Battiste, 2005; Themane, et al., 2011). By encompassing oral traditional storytelling with an experiential communicative approach (Fernández- Corbacho, 2014), both strategies and materials, which take into account the Gamification Octalysis Framework (Chou, 2016), have been created and experimented in a 4th year primary school in Oporto. Departing on Chou’s (2016) Octalysis framework and how it can effectively be applied during the implementation of several gamification designs and practices, leading us to a greater understanding of how competitiveness fostered in gamified tasks can be favourable to Primary English learning. Moreover, it is the authors’ intention to tap into the core essence of classroom practice, by focusing on the gamified tasks which stimulated collaboration, communication, critical thinking and creativity, which are considered as the basis for 21st century skills (Duarte, & Cruz 2017). An ethnographic methodological approach, with triangulation of data collection tools (questionnaires, course books analysis grids, lesson plans, self-assessment worksheets and project works), was resorted. Gamified practices, which deal with South African cultural and linguistic varieties (Esteves, & Hurst, 2009) and 21st Century Learning skills, were analized. The main results show that the gamification approach can aid in the progression of dialogue, can promote cultural awareness and can expedite pupil’s cognitive and affective enthralment and engagement, fostering the development of these skills (Cruz, & Orange, 2016; Shatz, 2015). |
publishDate |
2017 |
dc.date.none.fl_str_mv |
2017 2017 2017-01-01T00:00:00Z 2018-01-16T14:22:30Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
http://hdl.handle.net/10400.22/10789 TID:201835096 |
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http://hdl.handle.net/10400.22/10789 |
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TID:201835096 |
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eng |
language |
eng |
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info:eu-repo/semantics/openAccess |
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openAccess |
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application/pdf |
dc.publisher.none.fl_str_mv |
Instituto Politécnico do Porto. Escola Superior de Educação |
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Instituto Politécnico do Porto. Escola Superior de Educação |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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