Possibilidades didático-metodológicas presentes na rede social Orkut: contribuições para o ensino de química
Autor(a) principal: | |
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Data de Publicação: | 2012 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tde/2856 |
Resumo: | The information and communication technologies (ICTs) have changed the ways of society to communicate, and relate mainly to learn. This expansion and popularization of technology, more specifically the interconnection of personal computer to the Internet were called cyberspace (LÉVY, 1999). In this form, relations hips occur in the virtual world so that which was previously restricted to the physical space, expanded into the various types of interaction. These innovations enhance the formation of social networks. A common feature of social networks is the sharing of information, interests and goals. Such communities may be related to the idea of collaboration, which people act cooperatively in community, in order to produce common works. All this context suggests new approaches to confront the current traditional system of teaching and learning, which is characterized by the transmission of contents, conditional on major subjects. Thus, among many possibilities that ICTs offers, we chose to analyze and reflect on the social networking in terms of types, content, objectives and discussion of specific chemical, in order to devise possible ways of using Orkut in teaching chemistry. For this survey, we intend to analyze further the epistemological assumptions on existing sites, such as Orkut in terms of discourses of its participants. We analyzed 13 of the 1105 communities found related to chemistry and to provide at least 50 members. The results show that the purpose of users to join the community and a sense of affinity and the few discussions, appearing in relation to the chemical, are based on general matters, as a form of entertainment using the scientific knowledge. The topics which address chemical contents, lose the opportunity for discussion because of the lack of an active moderator. Regarding the view of science teachers, we noticed a strong presence in the positivist view of the participants, a reflection of what happens in a real society. Thus, it appears that Orkut and social networking community which contains for the use of discussion forums is definitely not the locus of knowledge, although it may provide moments of informal learning. |
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SOARES, Marlón Herbert Flora Barbosahttp://lattes.cnpq.br/9698540158266610http://lattes.cnpq.br/4889646327520141VAZ, Wesley Fernandes2014-07-29T16:48:33Z2012-10-092012-05-03VAZ, Wesley Fernandes. Teaching opportunities-methodological present in social network orkut: contributions to the teaching of chemistry. 2012. 144 f. Tese (Doutorado em Quimica) - Universidade Federal de Goiás, Goiânia, 2012.http://repositorio.bc.ufg.br/tede/handle/tde/2856ark:/38995/00130000026p2The information and communication technologies (ICTs) have changed the ways of society to communicate, and relate mainly to learn. This expansion and popularization of technology, more specifically the interconnection of personal computer to the Internet were called cyberspace (LÉVY, 1999). In this form, relations hips occur in the virtual world so that which was previously restricted to the physical space, expanded into the various types of interaction. These innovations enhance the formation of social networks. A common feature of social networks is the sharing of information, interests and goals. Such communities may be related to the idea of collaboration, which people act cooperatively in community, in order to produce common works. All this context suggests new approaches to confront the current traditional system of teaching and learning, which is characterized by the transmission of contents, conditional on major subjects. Thus, among many possibilities that ICTs offers, we chose to analyze and reflect on the social networking in terms of types, content, objectives and discussion of specific chemical, in order to devise possible ways of using Orkut in teaching chemistry. For this survey, we intend to analyze further the epistemological assumptions on existing sites, such as Orkut in terms of discourses of its participants. We analyzed 13 of the 1105 communities found related to chemistry and to provide at least 50 members. The results show that the purpose of users to join the community and a sense of affinity and the few discussions, appearing in relation to the chemical, are based on general matters, as a form of entertainment using the scientific knowledge. The topics which address chemical contents, lose the opportunity for discussion because of the lack of an active moderator. Regarding the view of science teachers, we noticed a strong presence in the positivist view of the participants, a reflection of what happens in a real society. Thus, it appears that Orkut and social networking community which contains for the use of discussion forums is definitely not the locus of knowledge, although it may provide moments of informal learning.As tecnologias de informação e comunicação (TICs) têm modificado as formas da sociedade se comunicar, relacionar e, principalmente, de aprender. Essa expansão e popularização tecnológica, mais especificamente a interconexão dos computadores pessoais com a internet foi chamada ciberespaço (LÉVY, 1999). Neste espaço as relações presenciais ocorrem no mundo virtual de forma que aquilo que antes estava restrito ao espaço físico, expandiu-se para os diversos tipos de interação. Essas inovações potencializam a formação de redes sociais. Uma característica comum entre as redes sociais é o compartilhamento de informações, interesses e objetivos comuns. Tais comunidades podem ser relacionadas com a ideia de colaboração, em que as pessoas agem em comunidade cooperativamente, no sentido de produzir obras comuns. Todo esse contexto sugere novas abordagens que confrontem o atual sistema tradicional de ensino e aprendizagem, que tem como característica a transmissão de conteúdos, condicionados a grandes disciplinas. Deste modo, entre as diversas possibilidades que as TICs oferecem, optamos por analisar e refletir sobre as redes sociais virtuais em termos de tipos, conteúdos, objetivos e discussões, específicas da química, com o intuito de delinear possíveis caminhos de uso do Orkut no ensino de química. Para isso, pretendemos analisar ainda os pressupostos epistemológicos existentes nos sítios Orkut em termos de discursos de seus participantes. Foram analisadas 13 das 1105 comunidades encontradas relacionadas com a química e que apresentassem pelo menos 50 membros. Os resultados mostram que o propósito dos usuários em participar da comunidade e o sentimento de afinidade e as poucas discussões, que aparecem em relação à química, se baseiam em assuntos gerais, como uma forma de entretenimento utilizando-se o conhecimento científico. Os tópicos que abordam conteúdos químicos perdem a oportunidade de discussão por falta de um moderador ativo. Em relação à visão de ciência dos professores, notamos uma forte presença positivista na visão dos participantes, reflexo do que acontece em uma sociedade real. Assim, infere-se que o Orkut como rede social na qual constam comunidades para utilização de fóruns de discussão não é definitivamente o lócus do conhecimento, ainda que possa proporcionar momentos de aprendizagem informal.Made available in DSpace on 2014-07-29T16:48:33Z (GMT). No. of bitstreams: 1 TESE COMPLETA WESLEY.pdf: 3219589 bytes, checksum: 99ce32f6a973fd70574f8453364ab7d3 (MD5) Previous issue date: 2012-05-03application/pdfhttp://repositorio.bc.ufg.br/TEDE/retrieve/5336/TESE%20COMPLETA%20WESLEY.pdf.jpgporUniversidade Federal de GoiásDoutorado em Química - Programa Multiinstitucional UFG/UFMS/UFUUFGBRQuimicaensino de químicatecnologias de informação e comunicaçãoredes sociaisOrkutChemistry teachinginformation and communication technologiessocial networkingOrkutCNPQ::CIENCIAS EXATAS E DA TERRA::QUIMICAPossibilidades didático-metodológicas presentes na rede social Orkut: contribuições para o ensino de químicaTeaching opportunities-methodological present in social network orkut: contributions to the teaching of chemistryinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGORIGINALTESE COMPLETA WESLEY.pdfapplication/pdf3219589http://repositorio.bc.ufg.br/tede/bitstreams/b39333b5-4866-41a4-a63f-004e9c3e344d/download99ce32f6a973fd70574f8453364ab7d3MD51THUMBNAILTESE COMPLETA WESLEY.pdf.jpgTESE COMPLETA WESLEY.pdf.jpgGenerated Thumbnailimage/jpeg3922http://repositorio.bc.ufg.br/tede/bitstreams/5de9389b-fdba-45e6-bdfe-52ee6cb93503/downloadef3ad43d821c161509fa4ee689b82e2fMD52tde/28562014-07-30 03:20:32.109open.accessoai:repositorio.bc.ufg.br:tde/2856http://repositorio.bc.ufg.br/tedeRepositório InstitucionalPUBhttp://repositorio.bc.ufg.br/oai/requesttasesdissertacoes.bc@ufg.bropendoar:2014-07-30T06:20:32Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)false |
dc.title.por.fl_str_mv |
Possibilidades didático-metodológicas presentes na rede social Orkut: contribuições para o ensino de química |
dc.title.alternative.eng.fl_str_mv |
Teaching opportunities-methodological present in social network orkut: contributions to the teaching of chemistry |
title |
Possibilidades didático-metodológicas presentes na rede social Orkut: contribuições para o ensino de química |
spellingShingle |
Possibilidades didático-metodológicas presentes na rede social Orkut: contribuições para o ensino de química VAZ, Wesley Fernandes ensino de química tecnologias de informação e comunicação redes sociais Orkut Chemistry teaching information and communication technologies social networking Orkut CNPQ::CIENCIAS EXATAS E DA TERRA::QUIMICA |
title_short |
Possibilidades didático-metodológicas presentes na rede social Orkut: contribuições para o ensino de química |
title_full |
Possibilidades didático-metodológicas presentes na rede social Orkut: contribuições para o ensino de química |
title_fullStr |
Possibilidades didático-metodológicas presentes na rede social Orkut: contribuições para o ensino de química |
title_full_unstemmed |
Possibilidades didático-metodológicas presentes na rede social Orkut: contribuições para o ensino de química |
title_sort |
Possibilidades didático-metodológicas presentes na rede social Orkut: contribuições para o ensino de química |
author |
VAZ, Wesley Fernandes |
author_facet |
VAZ, Wesley Fernandes |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
SOARES, Marlón Herbert Flora Barbosa |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/9698540158266610 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/4889646327520141 |
dc.contributor.author.fl_str_mv |
VAZ, Wesley Fernandes |
contributor_str_mv |
SOARES, Marlón Herbert Flora Barbosa |
dc.subject.por.fl_str_mv |
ensino de química tecnologias de informação e comunicação redes sociais Orkut |
topic |
ensino de química tecnologias de informação e comunicação redes sociais Orkut Chemistry teaching information and communication technologies social networking Orkut CNPQ::CIENCIAS EXATAS E DA TERRA::QUIMICA |
dc.subject.eng.fl_str_mv |
Chemistry teaching information and communication technologies social networking Orkut |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS EXATAS E DA TERRA::QUIMICA |
description |
The information and communication technologies (ICTs) have changed the ways of society to communicate, and relate mainly to learn. This expansion and popularization of technology, more specifically the interconnection of personal computer to the Internet were called cyberspace (LÉVY, 1999). In this form, relations hips occur in the virtual world so that which was previously restricted to the physical space, expanded into the various types of interaction. These innovations enhance the formation of social networks. A common feature of social networks is the sharing of information, interests and goals. Such communities may be related to the idea of collaboration, which people act cooperatively in community, in order to produce common works. All this context suggests new approaches to confront the current traditional system of teaching and learning, which is characterized by the transmission of contents, conditional on major subjects. Thus, among many possibilities that ICTs offers, we chose to analyze and reflect on the social networking in terms of types, content, objectives and discussion of specific chemical, in order to devise possible ways of using Orkut in teaching chemistry. For this survey, we intend to analyze further the epistemological assumptions on existing sites, such as Orkut in terms of discourses of its participants. We analyzed 13 of the 1105 communities found related to chemistry and to provide at least 50 members. The results show that the purpose of users to join the community and a sense of affinity and the few discussions, appearing in relation to the chemical, are based on general matters, as a form of entertainment using the scientific knowledge. The topics which address chemical contents, lose the opportunity for discussion because of the lack of an active moderator. Regarding the view of science teachers, we noticed a strong presence in the positivist view of the participants, a reflection of what happens in a real society. Thus, it appears that Orkut and social networking community which contains for the use of discussion forums is definitely not the locus of knowledge, although it may provide moments of informal learning. |
publishDate |
2012 |
dc.date.available.fl_str_mv |
2012-10-09 |
dc.date.issued.fl_str_mv |
2012-05-03 |
dc.date.accessioned.fl_str_mv |
2014-07-29T16:48:33Z |
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VAZ, Wesley Fernandes. Teaching opportunities-methodological present in social network orkut: contributions to the teaching of chemistry. 2012. 144 f. Tese (Doutorado em Quimica) - Universidade Federal de Goiás, Goiânia, 2012. |
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ark:/38995/00130000026p2 |
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VAZ, Wesley Fernandes. Teaching opportunities-methodological present in social network orkut: contributions to the teaching of chemistry. 2012. 144 f. Tese (Doutorado em Quimica) - Universidade Federal de Goiás, Goiânia, 2012. ark:/38995/00130000026p2 |
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Universidade Federal de Goiás |
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UFG |
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Quimica |
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Universidade Federal de Goiás |
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