Perspectivas de formação continuada para professores de ciências/biologia utilizando jogos em ambiente virtual de aprendizagem
Autor(a) principal: | |
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Data de Publicação: | 2014 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Repositório Institucional da UFG |
Texto Completo: | http://repositorio.bc.ufg.br/tede/handle/tede/4360 |
Resumo: | This present scientific investigation identified the perceptions of teachers in continuing education of the Specialization Course in Applied Technologies in Biology Teaching, the modality of distance education at the Federal University of Goiás about the playful context in their pedagogical action, emphasizing the characterization of digital ludic and the viability of the games in the teaching of Science/Biology. In line with a nature qualitative approach, the study has firmed in the presuppositions of a discursive textual analysis. As basic elements to perform the analysis, two sets of texts ("corpus"): the first set of texts is composed of an activity performed in the discipline the Introduction to Genetics and Molecular Biology for Teaching, in which teachers elaborated an playful activity to be applied in class room high school considering inclusive students. For this analysis, we considered two categories: the first refers to the understanding of ludic activity by the research subjects and the second refers to the manipulation of the toy as process of interaction between the subject and the object. The second set of texts is composed of a critical text elaborated by the course participants with respect the use of games made available on the platform the distance teaching highlighting if liked whether or not, advantages and disadvantages and the prospects and difficulties utilization games in their daily practice. It was requested also that students to describe how these games contributed to its formation while instructor. For this analysis, were also considered two categories: the first referring to the characterization of playful digital and the second, the feasibility of using games for teaching Science / Biology. The categories analyzed show that teachers think in the games and toys as a way to simulate scientific knowledge, with its own characteristics believing be objects viable in Science teaching. The results show that both the of the playful context as the virtual learning environments need to be discussed in the academic community considering the process of government investment and expansion of continuing education courses in distance education. These courses in continuing education teachers take ownership of new practices and methodologies that facilitate the teaching learning process. |
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Mesquita, Nyuara Araújo da Silvahttp://lattes.cnpq.br/6971106875143413http://lattes.cnpq.br/6092165945322143Silva, Thálita Maria Francisco2015-03-26T17:09:50Z2014-09-30SILVA, T. M. F. Perspectivas de formação continuada para professores de ciências/biologia utilizando jogos em ambiente virtual de aprendizagem. 2014. 73 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2014.http://repositorio.bc.ufg.br/tede/handle/tede/4360This present scientific investigation identified the perceptions of teachers in continuing education of the Specialization Course in Applied Technologies in Biology Teaching, the modality of distance education at the Federal University of Goiás about the playful context in their pedagogical action, emphasizing the characterization of digital ludic and the viability of the games in the teaching of Science/Biology. In line with a nature qualitative approach, the study has firmed in the presuppositions of a discursive textual analysis. As basic elements to perform the analysis, two sets of texts ("corpus"): the first set of texts is composed of an activity performed in the discipline the Introduction to Genetics and Molecular Biology for Teaching, in which teachers elaborated an playful activity to be applied in class room high school considering inclusive students. For this analysis, we considered two categories: the first refers to the understanding of ludic activity by the research subjects and the second refers to the manipulation of the toy as process of interaction between the subject and the object. The second set of texts is composed of a critical text elaborated by the course participants with respect the use of games made available on the platform the distance teaching highlighting if liked whether or not, advantages and disadvantages and the prospects and difficulties utilization games in their daily practice. It was requested also that students to describe how these games contributed to its formation while instructor. For this analysis, were also considered two categories: the first referring to the characterization of playful digital and the second, the feasibility of using games for teaching Science / Biology. The categories analyzed show that teachers think in the games and toys as a way to simulate scientific knowledge, with its own characteristics believing be objects viable in Science teaching. The results show that both the of the playful context as the virtual learning environments need to be discussed in the academic community considering the process of government investment and expansion of continuing education courses in distance education. These courses in continuing education teachers take ownership of new practices and methodologies that facilitate the teaching learning process.A presente investigação científica identificou as percepções dos professores em formação continuada do curso de Especialização em Tecnologias Aplicadas ao Ensino de Biologia, na modalidade de educação a distância da Universidade Federal de Goiás sobre o contexto lúdico em sua ação pedagógica, enfatizando a caracterização de lúdico digital e a viabilidade dos jogos no ensino de Ciências/Biologia. Em consonância com uma abordagem de natureza qualitativa, o estudo se firmou nos pressupostos de uma análise textual discursiva. Como elementos fundamentais para a realização da análise, foram utilizados dois conjuntos de textos (“corpus”): o primeiro conjunto de textos resultou de uma atividade realizada na disciplina de Introdução a Genética e a Biologia Molecular para o Ensino, em que os professores elaboraram uma atividade lúdica para ser aplicada em sala de aula do Ensino Médio considerando os alunos inclusivos. Para esta análise, foram consideradas duas categorias: a primeira refere-se à compreensão de atividade lúdica pelos sujeitos da pesquisa e a segunda refere-se à manipulação do brinquedo como processo de interação entre o sujeito e o objeto. O segundo conjunto de textos resultou de textos críticos elaborados para a pesquisa pelos cursistas a respeito da utilização dos jogos disponibilizados na plataforma no ensino a distância, enfocando se gostaram ou não, vantagens e desvantagens e as perspectivas e dificuldades da utilização dos jogos em sua prática diária. Foi solicitado também que os alunos descrevessem como estes jogos contribuiram em sua formação docente. Para esta análise, também foram consideradas duas categorias: a primeira referindo-se à caracterização de lúdico digital e a segunda, a viabilidade de utilização dos jogos para o ensino de Ciências/Biologia. As categorias analisadas mostram que professores pensam nos jogos e brinquedos como forma de simular o conhecimento científico, com características próprias acreditando serem objetos viáveis no ensino de Ciências. Os resultados mostram que tanto o contexto do lúdico quanto dos ambientes virtuais de aprendizagem precisam ser discutidos na comunidade acadêmica, considerando-se o processo de investimento governamental e ampliação dos cursos de formação continuada em EaD. Nesses cursos os professores em formação continuada se apropriam de novas práticas e metodologias que facilitam o processo ensino aprendizagem.Submitted by Erika Demachki (erikademachki@gmail.com) on 2015-03-25T19:34:24Z No. of bitstreams: 2 Dissertação - Thálita Maria Francisco da Silva - 2014.pdf: 1216659 bytes, checksum: b4df48a09ce9fdd9122c91c3fc05fbf4 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)Approved for entry into archive by Erika Demachki (erikademachki@gmail.com) on 2015-03-26T17:09:50Z (GMT) No. of bitstreams: 2 Dissertação - Thálita Maria Francisco da Silva - 2014.pdf: 1216659 bytes, checksum: b4df48a09ce9fdd9122c91c3fc05fbf4 (MD5) license_rdf: 23148 bytes, checksum: 9da0b6dfac957114c6a7714714b86306 (MD5)Made available in DSpace on 2015-03-26T17:09:50Z (GMT). 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dc.title.por.fl_str_mv |
Perspectivas de formação continuada para professores de ciências/biologia utilizando jogos em ambiente virtual de aprendizagem |
dc.title.alternative.eng.fl_str_mv |
Continuing education perspectives for teacher science/biology using games in virtual learning environment |
title |
Perspectivas de formação continuada para professores de ciências/biologia utilizando jogos em ambiente virtual de aprendizagem |
spellingShingle |
Perspectivas de formação continuada para professores de ciências/biologia utilizando jogos em ambiente virtual de aprendizagem Silva, Thálita Maria Francisco Atividades lúdicas Formação continuada Ação pedagógica Ensino de ciências Playful Continuing education Pedagogical action Science education EDUCACAO::ENSINO-APRENDIZAGEM |
title_short |
Perspectivas de formação continuada para professores de ciências/biologia utilizando jogos em ambiente virtual de aprendizagem |
title_full |
Perspectivas de formação continuada para professores de ciências/biologia utilizando jogos em ambiente virtual de aprendizagem |
title_fullStr |
Perspectivas de formação continuada para professores de ciências/biologia utilizando jogos em ambiente virtual de aprendizagem |
title_full_unstemmed |
Perspectivas de formação continuada para professores de ciências/biologia utilizando jogos em ambiente virtual de aprendizagem |
title_sort |
Perspectivas de formação continuada para professores de ciências/biologia utilizando jogos em ambiente virtual de aprendizagem |
author |
Silva, Thálita Maria Francisco |
author_facet |
Silva, Thálita Maria Francisco |
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.authorLattes.fl_str_mv |
http://lattes.cnpq.br/6092165945322143 |
dc.contributor.author.fl_str_mv |
Silva, Thálita Maria Francisco |
contributor_str_mv |
Mesquita, Nyuara Araújo da Silva |
dc.subject.por.fl_str_mv |
Atividades lúdicas Formação continuada Ação pedagógica Ensino de ciências |
topic |
Atividades lúdicas Formação continuada Ação pedagógica Ensino de ciências Playful Continuing education Pedagogical action Science education EDUCACAO::ENSINO-APRENDIZAGEM |
dc.subject.eng.fl_str_mv |
Playful Continuing education Pedagogical action Science education |
dc.subject.cnpq.fl_str_mv |
EDUCACAO::ENSINO-APRENDIZAGEM |
description |
This present scientific investigation identified the perceptions of teachers in continuing education of the Specialization Course in Applied Technologies in Biology Teaching, the modality of distance education at the Federal University of Goiás about the playful context in their pedagogical action, emphasizing the characterization of digital ludic and the viability of the games in the teaching of Science/Biology. In line with a nature qualitative approach, the study has firmed in the presuppositions of a discursive textual analysis. As basic elements to perform the analysis, two sets of texts ("corpus"): the first set of texts is composed of an activity performed in the discipline the Introduction to Genetics and Molecular Biology for Teaching, in which teachers elaborated an playful activity to be applied in class room high school considering inclusive students. For this analysis, we considered two categories: the first refers to the understanding of ludic activity by the research subjects and the second refers to the manipulation of the toy as process of interaction between the subject and the object. The second set of texts is composed of a critical text elaborated by the course participants with respect the use of games made available on the platform the distance teaching highlighting if liked whether or not, advantages and disadvantages and the prospects and difficulties utilization games in their daily practice. It was requested also that students to describe how these games contributed to its formation while instructor. For this analysis, were also considered two categories: the first referring to the characterization of playful digital and the second, the feasibility of using games for teaching Science / Biology. The categories analyzed show that teachers think in the games and toys as a way to simulate scientific knowledge, with its own characteristics believing be objects viable in Science teaching. The results show that both the of the playful context as the virtual learning environments need to be discussed in the academic community considering the process of government investment and expansion of continuing education courses in distance education. These courses in continuing education teachers take ownership of new practices and methodologies that facilitate the teaching learning process. |
publishDate |
2014 |
dc.date.issued.fl_str_mv |
2014-09-30 |
dc.date.accessioned.fl_str_mv |
2015-03-26T17:09:50Z |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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masterThesis |
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publishedVersion |
dc.identifier.citation.fl_str_mv |
SILVA, T. M. F. Perspectivas de formação continuada para professores de ciências/biologia utilizando jogos em ambiente virtual de aprendizagem. 2014. 73 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2014. |
dc.identifier.uri.fl_str_mv |
http://repositorio.bc.ufg.br/tede/handle/tede/4360 |
identifier_str_mv |
SILVA, T. M. F. Perspectivas de formação continuada para professores de ciências/biologia utilizando jogos em ambiente virtual de aprendizagem. 2014. 73 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2014. |
url |
http://repositorio.bc.ufg.br/tede/handle/tede/4360 |
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por |
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por |
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Universidade Federal de Goiás |
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UFG |
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Brasil |
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Pró-Reitoria de Pós-graduação (PRPG) |
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Universidade Federal de Goiás |
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cc73c4c239a4c332d642ba1e7c7a9fb2 bd3efa91386c1718a7f26a329fdcb468 4afdbb8c545fd630ea7db775da747b2f b292a83e42bd8ad62533bba1395b83ff 9da0b6dfac957114c6a7714714b86306 b4df48a09ce9fdd9122c91c3fc05fbf4 562106f13909c5db851efc67a1699e97 |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 MD5 MD5 MD5 MD5 MD5 |
repository.name.fl_str_mv |
Repositório Institucional da UFG - Universidade Federal de Goiás (UFG) |
repository.mail.fl_str_mv |
tasesdissertacoes.bc@ufg.br |
_version_ |
1798044348787458048 |