Uso de aplicativo no ensino de química: entrelaces de representações imagéticas a partir da perspectiva vigotskiana
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/10947 |
Resumo: | This work aimed to discuss the usage of an application (App) in Chemistry classes when the content state of matter was taught. The research theme came out due to the teaching-learning process supported by digital information and communication technologies – ICTs and contextualized the possibilities a smartphone may offer, as well as the issues involved in the insertion of these resources , in classes, as pedagogical tools. Thus, the research aimed to understand how the development of scientific concepts mediated by signs and the App, based on the theory by Lev Vygotsky, such as the development of concepts, semiotics mediation and generalizations. The research was conducted with a high school class of a Basic Education school based in Aparecida de Goiânia, a municipality belonging to the metropolitan region of Goiânia, the state capital of Goiás, with the participation of XX students. The applied nature and qualitative approach study used action research as a methodological path, in which the researcher placed herself in the roles of professor and researcher at the same time, and could focus on the analysis of her own actions. Results indicated that the students bring concepts of a spontaneous nature regarding the content addressed, in which they related the substance water and its characteristics to the physical states of matter. During the classes, the use of the application helped in the process of developing the concepts, while put in evidence the interaction of the students and the application, which, on its turn, consists of visual representations. That is, they are mediating signs of the process of signification of concepts in the mental plane. In this regard, visualization of these imagery representations of the application during the course of the lesson proved to be an important semiotic tool that gained meaning through the word in thought. However, the data analysis indicated that the development of scientific concepts occurred in a timid way, and at the end of the process it still showed some relevance of spontaneous concepts. This fact put in evidence other aspects which influenced the scientific concepts development process during classes, such as the relationship of the subject with the knowledge that was discussed from the perspective of the teacher, and unveilled issues that permeate this discussion such as the formation of Chemistry teachers and the conception of Science |
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Mesquita, Nyuara Araújo da Silvahttp://lattes.cnpq.br/6971106875143413Echeverría, Agustina RosaSilva, Vitor de AlmeidaMesseder Neto, Helio da SilvaMesquita, Nyuara Araújo da Silvahttp://lattes.cnpq.br/5771524147357378Jesus, Chelry Fernanda Alves de2020-11-27T10:40:35Z2020-11-27T10:40:35Z2020-10-26JESUS, C. F. A. Uso de aplicativo no ensino de química: entrelaces de representações imagéticas a partir da perspectiva vigotskiana. 2020. 196 f. Tese (Doutorado em Química) - Universidade Federal de Goiás, Goiânia, 2020.http://repositorio.bc.ufg.br/tede/handle/tede/10947This work aimed to discuss the usage of an application (App) in Chemistry classes when the content state of matter was taught. The research theme came out due to the teaching-learning process supported by digital information and communication technologies – ICTs and contextualized the possibilities a smartphone may offer, as well as the issues involved in the insertion of these resources , in classes, as pedagogical tools. Thus, the research aimed to understand how the development of scientific concepts mediated by signs and the App, based on the theory by Lev Vygotsky, such as the development of concepts, semiotics mediation and generalizations. The research was conducted with a high school class of a Basic Education school based in Aparecida de Goiânia, a municipality belonging to the metropolitan region of Goiânia, the state capital of Goiás, with the participation of XX students. The applied nature and qualitative approach study used action research as a methodological path, in which the researcher placed herself in the roles of professor and researcher at the same time, and could focus on the analysis of her own actions. Results indicated that the students bring concepts of a spontaneous nature regarding the content addressed, in which they related the substance water and its characteristics to the physical states of matter. During the classes, the use of the application helped in the process of developing the concepts, while put in evidence the interaction of the students and the application, which, on its turn, consists of visual representations. That is, they are mediating signs of the process of signification of concepts in the mental plane. In this regard, visualization of these imagery representations of the application during the course of the lesson proved to be an important semiotic tool that gained meaning through the word in thought. However, the data analysis indicated that the development of scientific concepts occurred in a timid way, and at the end of the process it still showed some relevance of spontaneous concepts. This fact put in evidence other aspects which influenced the scientific concepts development process during classes, such as the relationship of the subject with the knowledge that was discussed from the perspective of the teacher, and unveilled issues that permeate this discussion such as the formation of Chemistry teachers and the conception of ScienceEsta tese discute a utilização de um aplicativo durante aulas de química, abordando o conteúdo estado físico da matéria. A temática da pesquisa surgiu com vista ao processo de ensino e aprendizagem suportado por tecnologias digitais de informação e comunicação, contextualizando as possibilidades que o celular pode oferecer e a problemática em volta da inserção desses recursos como aporte pedagógico. Dessa forma, a pesquisa objetivou compreender como se deu o desenvolvimento de conceitos científicos mediado por signos e o instrumento aplicativo, fundamentada em alguns elementos teóricos de Lev Semenovich Vigotski, como o desenvolvimento de conceitos, mediação semiótica e generalizações. A pesquisa foi realizada com uma turma de Ensino Médio de uma escola de Educação Básica no município de Aparecida de Goiânia, região metropolitana da capital Goiana, com a participação de XX estudantes. O estudo, de natureza aplicada e de abordagem qualitativa, utilizou-se da pesquisa-ação como caminho metodológico, em que a pesquisadora se colocou em duplo papel, de professora e pesquisadora, debruçando-se sobre a análise da sua ação. Os resultados indicaram que os estudantes trazem conceitos de natureza espontânea quanto ao conteúdo abordado, relacionando a substância água e suas características com os estados físicos da matéria. Durante as aulas, o uso do aplicativo auxiliou no processo de desenvolvimento dos conceitos, evidenciando a interação dos estudantes como o instrumento aplicativo, que é constituído de representações visuais, das quais são signos mediadores do processo de significação dos conceitos no plano mental. Dessa forma, a visualização dessas representações imagéticas do aplicativo, no decorrer da aula, mostrou-se como uma ferramenta semiótica importante, ganhando significação por meio da palavra no pensamento. Entretanto, a análise dos dados apontou que o desenvolvimento dos conceitos científicos se deu de maneira tímida, apresentando no final do processo ainda certa relevância dos conceitos espontâneos. Isto evidenciou outros aspectos influenciadores do processo de desenvolvimento dos conceitos científicos durante as aulas, como a relação do sujeito com o conhecimento que foi discutida sob a perspectiva do sujeito professor, desvelando questões que permeiam essa discussão como a formação de professores de química e a concepção de ciência.Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2020-11-26T11:36:28Z No. of bitstreams: 2 license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Tese - Chelry Fernanda Alves de Jesus - 2020.pdf: 4293704 bytes, checksum: 9944501ba1b6060e0d5b005b78522a97 (MD5)Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2020-11-27T10:40:35Z (GMT) No. of bitstreams: 2 license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Tese - Chelry Fernanda Alves de Jesus - 2020.pdf: 4293704 bytes, checksum: 9944501ba1b6060e0d5b005b78522a97 (MD5)Made available in DSpace on 2020-11-27T10:40:35Z (GMT). No. of bitstreams: 2 license_rdf: 805 bytes, checksum: 4460e5956bc1d1639be9ae6146a50347 (MD5) Tese - Chelry Fernanda Alves de Jesus - 2020.pdf: 4293704 bytes, checksum: 9944501ba1b6060e0d5b005b78522a97 (MD5) Previous issue date: 2020-10-26porUniversidade Federal de GoiásPrograma de Pós-graduação em Química (IQ)UFGBrasilInstituto de Química - IQ (RG)Attribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAplicativosEnsino de químicaProcesso de ensino e aprendizagemVigotskiApplicationsChemistry teachingTeaching and learning processCIENCIAS EXATAS E DA TERRA::QUIMICAUso de aplicativo no ensino de química: entrelaces de representações imagéticas a partir da perspectiva vigotskianaApplication use in chemistry teaching: interlaces of imagetic representations from the vigotskian perspectiveinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesis8050050050029190reponame:Repositório Institucional da UFGinstname:Universidade Federal de Goiás (UFG)instacron:UFGCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.bc.ufg.br/tede/bitstreams/ce342c59-03a8-46a5-9b51-8d9480f7abb5/download4460e5956bc1d1639be9ae6146a50347MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81748http://repositorio.bc.ufg.br/tede/bitstreams/688441e3-110c-4318-a757-add8a8c9fe75/download8a4605be74aa9ea9d79846c1fba20a33MD51ORIGINALTese - Chelry Fernanda Alves de Jesus - 2020.pdfTese - Chelry Fernanda Alves de Jesus - 2020.pdfapplication/pdf4293704http://repositorio.bc.ufg.br/tede/bitstreams/9da3f205-c4d8-4a62-b76d-830c5647370b/download9944501ba1b6060e0d5b005b78522a97MD53tede/109472020-11-27 07:40:38.726http://creativecommons.org/licenses/by-nc-nd/4.0/Attribution-NonCommercial-NoDerivatives 4.0 Internationalopen.accessoai:repositorio.bc.ufg.br:tede/10947http://repositorio.bc.ufg.br/tedeRepositório InstitucionalPUBhttp://repositorio.bc.ufg.br/oai/requesttasesdissertacoes.bc@ufg.bropendoar:2020-11-27T10:40:38Repositório Institucional da UFG - Universidade Federal de Goiás (UFG)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 |
dc.title.pt_BR.fl_str_mv |
Uso de aplicativo no ensino de química: entrelaces de representações imagéticas a partir da perspectiva vigotskiana |
dc.title.alternative.eng.fl_str_mv |
Application use in chemistry teaching: interlaces of imagetic representations from the vigotskian perspective |
title |
Uso de aplicativo no ensino de química: entrelaces de representações imagéticas a partir da perspectiva vigotskiana |
spellingShingle |
Uso de aplicativo no ensino de química: entrelaces de representações imagéticas a partir da perspectiva vigotskiana Jesus, Chelry Fernanda Alves de Aplicativos Ensino de química Processo de ensino e aprendizagem Vigotski Applications Chemistry teaching Teaching and learning process CIENCIAS EXATAS E DA TERRA::QUIMICA |
title_short |
Uso de aplicativo no ensino de química: entrelaces de representações imagéticas a partir da perspectiva vigotskiana |
title_full |
Uso de aplicativo no ensino de química: entrelaces de representações imagéticas a partir da perspectiva vigotskiana |
title_fullStr |
Uso de aplicativo no ensino de química: entrelaces de representações imagéticas a partir da perspectiva vigotskiana |
title_full_unstemmed |
Uso de aplicativo no ensino de química: entrelaces de representações imagéticas a partir da perspectiva vigotskiana |
title_sort |
Uso de aplicativo no ensino de química: entrelaces de representações imagéticas a partir da perspectiva vigotskiana |
author |
Jesus, Chelry Fernanda Alves de |
author_facet |
Jesus, Chelry Fernanda Alves de |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Mesquita, Nyuara Araújo da Silva |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6971106875143413 |
dc.contributor.referee2.fl_str_mv |
Echeverría, Agustina Rosa |
dc.contributor.referee3.fl_str_mv |
Silva, Vitor de Almeida |
dc.contributor.referee4.fl_str_mv |
Messeder Neto, Helio da Silva |
dc.contributor.referee5.fl_str_mv |
Mesquita, Nyuara Araújo da Silva |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/5771524147357378 |
dc.contributor.author.fl_str_mv |
Jesus, Chelry Fernanda Alves de |
contributor_str_mv |
Mesquita, Nyuara Araújo da Silva Echeverría, Agustina Rosa Silva, Vitor de Almeida Messeder Neto, Helio da Silva Mesquita, Nyuara Araújo da Silva |
dc.subject.por.fl_str_mv |
Aplicativos Ensino de química Processo de ensino e aprendizagem Vigotski |
topic |
Aplicativos Ensino de química Processo de ensino e aprendizagem Vigotski Applications Chemistry teaching Teaching and learning process CIENCIAS EXATAS E DA TERRA::QUIMICA |
dc.subject.eng.fl_str_mv |
Applications Chemistry teaching Teaching and learning process |
dc.subject.cnpq.fl_str_mv |
CIENCIAS EXATAS E DA TERRA::QUIMICA |
description |
This work aimed to discuss the usage of an application (App) in Chemistry classes when the content state of matter was taught. The research theme came out due to the teaching-learning process supported by digital information and communication technologies – ICTs and contextualized the possibilities a smartphone may offer, as well as the issues involved in the insertion of these resources , in classes, as pedagogical tools. Thus, the research aimed to understand how the development of scientific concepts mediated by signs and the App, based on the theory by Lev Vygotsky, such as the development of concepts, semiotics mediation and generalizations. The research was conducted with a high school class of a Basic Education school based in Aparecida de Goiânia, a municipality belonging to the metropolitan region of Goiânia, the state capital of Goiás, with the participation of XX students. The applied nature and qualitative approach study used action research as a methodological path, in which the researcher placed herself in the roles of professor and researcher at the same time, and could focus on the analysis of her own actions. Results indicated that the students bring concepts of a spontaneous nature regarding the content addressed, in which they related the substance water and its characteristics to the physical states of matter. During the classes, the use of the application helped in the process of developing the concepts, while put in evidence the interaction of the students and the application, which, on its turn, consists of visual representations. That is, they are mediating signs of the process of signification of concepts in the mental plane. In this regard, visualization of these imagery representations of the application during the course of the lesson proved to be an important semiotic tool that gained meaning through the word in thought. However, the data analysis indicated that the development of scientific concepts occurred in a timid way, and at the end of the process it still showed some relevance of spontaneous concepts. This fact put in evidence other aspects which influenced the scientific concepts development process during classes, such as the relationship of the subject with the knowledge that was discussed from the perspective of the teacher, and unveilled issues that permeate this discussion such as the formation of Chemistry teachers and the conception of Science |
publishDate |
2020 |
dc.date.accessioned.fl_str_mv |
2020-11-27T10:40:35Z |
dc.date.available.fl_str_mv |
2020-11-27T10:40:35Z |
dc.date.issued.fl_str_mv |
2020-10-26 |
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.citation.fl_str_mv |
JESUS, C. F. A. Uso de aplicativo no ensino de química: entrelaces de representações imagéticas a partir da perspectiva vigotskiana. 2020. 196 f. Tese (Doutorado em Química) - Universidade Federal de Goiás, Goiânia, 2020. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/10947 |
identifier_str_mv |
JESUS, C. F. A. Uso de aplicativo no ensino de química: entrelaces de representações imagéticas a partir da perspectiva vigotskiana. 2020. 196 f. Tese (Doutorado em Química) - Universidade Federal de Goiás, Goiânia, 2020. |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/10947 |
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por |
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por |
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80 |
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500 500 500 |
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190 |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ info:eu-repo/semantics/openAccess |
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Attribution-NonCommercial-NoDerivatives 4.0 International http://creativecommons.org/licenses/by-nc-nd/4.0/ |
eu_rights_str_mv |
openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Goiás |
dc.publisher.program.fl_str_mv |
Programa de Pós-graduação em Química (IQ) |
dc.publisher.initials.fl_str_mv |
UFG |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Instituto de Química - IQ (RG) |
publisher.none.fl_str_mv |
Universidade Federal de Goiás |
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