Aprendizagem cooperativa em aulas de química: aplicação de índices de desempenho acadêmico e cooperativo da EEEP Alan Pinho Tabosa

• Autor(a) principal: Almeida, Jessica da Silva
• Data de Publicação: 2016
• Tipo de documento: Trabalho de conclusão de curso
• Idioma: por
• Título da fonte: Repositório Institucional da Universidade Federal do Ceará (UFC)
• Texto Completo: http://www.repositorio.ufc.br/handle/riufc/48536
• topic: Aprendizagem Cooperativa; Desempenho acadêmico; cooperativo.

For a long time, Brazilian education follows the traditional pattern, with lectures where competition and / or individualism among students is stimulated, where the teacher is the holder of knowledge and the students act passively in the teaching-learning process. The teaching methodology used for this research is the same as that used at the Alan Pinho Tabosa State Vocational Education School, which is called cooperative learning where students are divided into small heterogeneous groups and strategically led to cooperate with each other through activities. based on the elements of cooperative learning, which are planned and applied by the teacher / facilitator, in order to improve academic performance through autonomy and student protagonism, and work on the development of interaction skills. Thus, students take part of the responsibility for their learning and the focus in the classroom is no longer on the teacher's exposure but on the development of students. This study aims to revalidate, by comparison, the student's IDACI (Individual Academic Performance Index), IDACTmodSF (Classless Academic Performance Index without frequency) and IDACTmodCF (Class Frequently Academic Performance Index) benchmarks. ) developed in the dissertation of Cunha (2014) and Sousa (2015) respectively. To reach this point, students' IDACImod (Individual Academic and Cooperative Performance Index), IDACTmodSF (Classless Academic and Cooperative Performance Index), IDACTmodCF (Class Academic and Cooperative Performance Index) were measured. and the student's infrequency per class. The data analysis allowed us to infer that these indices are satisfactory to encourage students' participation in classes, to support the teacher in stimulating effective student participation through feedback and as a learning meter for better pedagogical intervention.