Drawing new didactic realities with the motivational power of digital applications in History teaching

Detalhes bibliográficos
Autor(a) principal: Pestana, Miguel
Data de Publicação: 2020
Outros Autores: Dias-Trindade, Sara, Moreira, José António
Tipo de documento: Artigo
Idioma: por
Título da fonte: Acta Scientiarum. Education (Online)
DOI: 10.4025/actascieduc.v42i1.52049
Texto Completo: https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/52049
Resumo: In today's world, students need to master a set of different skills, that enable them to co-live in this new social, cultural, economic and political order. In this context, it is increasingly important to articulate school curricula with the use of digital technologies as a means of promoting these competences, as stated by international entities, that advocate the need to create new learning scenarios. It is one of these new scenarios, enriched with different digital applications - Kahoot, Mentimeter, Plickers and EdPuzzle - which we intend to analyse, describing its impact on the academic self-concept of elementary students, based on a qualitative analysis of their perceptions. The results show that this scenario, anchored in a model centred on learning and skills development, can have very positive effects on students' academic self-concept in the different dimensions considered: motivation, task orientation, confidence in their skills and relationship with colleagues.
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spelling Drawing new didactic realities with the motivational power of digital applications in History teachingDibujando nuevas realidades didácticas con el poder motivacional de las aplicaciones digitales en la enseñanza de la HistoriaDesenhando novas realidades didáticas com o poder motivacional dos aplicativos digitais no ensino da História Digital AppsAcademic Self-conceptHistory TeachingAplicaciones DigitalesAutoconcepto AcadémicoEnsenanza de HistoriaApplications numériquesConcept de soi académiqueEnseignement de l'histoireAplicativos digitaisautoconceito académicoensino de históriaIn today's world, students need to master a set of different skills, that enable them to co-live in this new social, cultural, economic and political order. In this context, it is increasingly important to articulate school curricula with the use of digital technologies as a means of promoting these competences, as stated by international entities, that advocate the need to create new learning scenarios. It is one of these new scenarios, enriched with different digital applications - Kahoot, Mentimeter, Plickers and EdPuzzle - which we intend to analyse, describing its impact on the academic self-concept of elementary students, based on a qualitative analysis of their perceptions. The results show that this scenario, anchored in a model centred on learning and skills development, can have very positive effects on students' academic self-concept in the different dimensions considered: motivation, task orientation, confidence in their skills and relationship with colleagues.En el mundo actual, los estudiantes necesitan dominar un conjunto de habilidades diferentes que les permitan convivir en este nuevo orden social, cultural, económico y político. En este contexto, es cada vez más importante articular los planes de estudio escolares con el uso de tecnologías digitales como un medio para promover estas competencias, como declaran las entidades internacionales, que abogan por la necesidad de crear nuevos escenarios de aprendizaje. Es uno de estos nuevos escenarios, enriquecido con diferentes aplicaciones digitales (Kahoot, Mentimeter, Plickers y EdPuzzle), que pretendemos analizar, describiendo su impacto en el autoconcepto académico de los estudiantes de educación básica, basado en un análisis cualitativo de sus percepciones. Los resultados muestran que este escenario, anclado en un modelo centrado en el aprendizaje y el desarrollo de habilidades, puede tener efectos muy positivos en el autoconcepto académico de los estudiantes en las diferentes dimensiones consideradas: motivación, orientación de tareas, confianza en sus habilidades y relación con sus colegas.No mundo atual, os estudantes necessitam possuir um conjunto de competências diferentes e transversais, que lhes permitam coabitar nesta nova ordem social, cultural, económica e política. Perante este contexto, torna-se cada vez mais importante articular os curricula escolares com a utilização de tecnologias digitais, como forma de promover estas competências, tal como tem vindo a ser enunciado por entidades internacionais, que defendem a necessidade de criar novos cenários de aprendizagem. É um desses novos cenários, enriquecido com diferentes aplicativos digitais - Kahoot, Mentimeter, Plickers e EdPuzzle- que pretendemos analisar, descrevendo o seu impacto no autoconceito académico de estudantes do Ensino Fundamental, a partir da análise qualitativa das suas percepções. Os resultados mostram que este cenário, ancorado num modelo centrado na aprendizagem e no desenvolvimento de competências, podem ter efeitos muito positivos no autoconceito académico dos alunos, a nível das diferentes dimensões consideradas: motivação, orientação para a tarefa, confiança nas suas capacidades e relação com os colegas.Universidade Estadual de Maringá2020-04-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/5204910.4025/actascieduc.v42i1.52049Acta Scientiarum. Education; Vol 42 (2020): Publicação contínua; e52049Acta Scientiarum. Education; v. 42 (2020): Publicação contínua; e520492178-52012178-5198reponame:Acta Scientiarum. Education (Online)instname:Universidade Estadual de Maringá (UEM)instacron:UEMporhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/52049/751375149889Copyright (c) 2020 Acta Scientiarum. Educationhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessPestana, MiguelDias-Trindade, SaraMoreira, José António2020-05-08T12:52:48Zoai:periodicos.uem.br/ojs:article/52049Revistahttp://www.periodicos.uem.br/ojs/index.php/ActaSciEduc/indexPUBhttps://periodicos.uem.br/ojs/index.php/ActaSciEduc/oaiactaeduc@uem.br||2178-52012178-5198opendoar:2020-05-08T12:52:48Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)false
dc.title.none.fl_str_mv Drawing new didactic realities with the motivational power of digital applications in History teaching
Dibujando nuevas realidades didácticas con el poder motivacional de las aplicaciones digitales en la enseñanza de la Historia
Desenhando novas realidades didáticas com o poder motivacional dos aplicativos digitais no ensino da História
title Drawing new didactic realities with the motivational power of digital applications in History teaching
spellingShingle Drawing new didactic realities with the motivational power of digital applications in History teaching
Drawing new didactic realities with the motivational power of digital applications in History teaching
Pestana, Miguel
Digital Apps
Academic Self-concept
History Teaching
Aplicaciones Digitales
Autoconcepto Académico
Ensenanza de Historia
Applications numériques
Concept de soi académique
Enseignement de l'histoire
Aplicativos digitais
autoconceito académico
ensino de história
Pestana, Miguel
Digital Apps
Academic Self-concept
History Teaching
Aplicaciones Digitales
Autoconcepto Académico
Ensenanza de Historia
Applications numériques
Concept de soi académique
Enseignement de l'histoire
Aplicativos digitais
autoconceito académico
ensino de história
title_short Drawing new didactic realities with the motivational power of digital applications in History teaching
title_full Drawing new didactic realities with the motivational power of digital applications in History teaching
title_fullStr Drawing new didactic realities with the motivational power of digital applications in History teaching
Drawing new didactic realities with the motivational power of digital applications in History teaching
title_full_unstemmed Drawing new didactic realities with the motivational power of digital applications in History teaching
Drawing new didactic realities with the motivational power of digital applications in History teaching
title_sort Drawing new didactic realities with the motivational power of digital applications in History teaching
author Pestana, Miguel
author_facet Pestana, Miguel
Pestana, Miguel
Dias-Trindade, Sara
Moreira, José António
Dias-Trindade, Sara
Moreira, José António
author_role author
author2 Dias-Trindade, Sara
Moreira, José António
author2_role author
author
dc.contributor.author.fl_str_mv Pestana, Miguel
Dias-Trindade, Sara
Moreira, José António
dc.subject.por.fl_str_mv Digital Apps
Academic Self-concept
History Teaching
Aplicaciones Digitales
Autoconcepto Académico
Ensenanza de Historia
Applications numériques
Concept de soi académique
Enseignement de l'histoire
Aplicativos digitais
autoconceito académico
ensino de história
topic Digital Apps
Academic Self-concept
History Teaching
Aplicaciones Digitales
Autoconcepto Académico
Ensenanza de Historia
Applications numériques
Concept de soi académique
Enseignement de l'histoire
Aplicativos digitais
autoconceito académico
ensino de história
description In today's world, students need to master a set of different skills, that enable them to co-live in this new social, cultural, economic and political order. In this context, it is increasingly important to articulate school curricula with the use of digital technologies as a means of promoting these competences, as stated by international entities, that advocate the need to create new learning scenarios. It is one of these new scenarios, enriched with different digital applications - Kahoot, Mentimeter, Plickers and EdPuzzle - which we intend to analyse, describing its impact on the academic self-concept of elementary students, based on a qualitative analysis of their perceptions. The results show that this scenario, anchored in a model centred on learning and skills development, can have very positive effects on students' academic self-concept in the different dimensions considered: motivation, task orientation, confidence in their skills and relationship with colleagues.
publishDate 2020
dc.date.none.fl_str_mv 2020-04-14
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/52049
10.4025/actascieduc.v42i1.52049
url https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/52049
identifier_str_mv 10.4025/actascieduc.v42i1.52049
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.uem.br/ojs/index.php/ActaSciEduc/article/view/52049/751375149889
dc.rights.driver.fl_str_mv Copyright (c) 2020 Acta Scientiarum. Education
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Acta Scientiarum. Education
http://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Estadual de Maringá
publisher.none.fl_str_mv Universidade Estadual de Maringá
dc.source.none.fl_str_mv Acta Scientiarum. Education; Vol 42 (2020): Publicação contínua; e52049
Acta Scientiarum. Education; v. 42 (2020): Publicação contínua; e52049
2178-5201
2178-5198
reponame:Acta Scientiarum. Education (Online)
instname:Universidade Estadual de Maringá (UEM)
instacron:UEM
instname_str Universidade Estadual de Maringá (UEM)
instacron_str UEM
institution UEM
reponame_str Acta Scientiarum. Education (Online)
collection Acta Scientiarum. Education (Online)
repository.name.fl_str_mv Acta Scientiarum. Education (Online) - Universidade Estadual de Maringá (UEM)
repository.mail.fl_str_mv actaeduc@uem.br||
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dc.identifier.doi.none.fl_str_mv 10.4025/actascieduc.v42i1.52049

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