A COMPARATIVE ANALYSIS OF METHODOLOGICAL APPROACHES THAT MAY SUSTAIN THE USE OF TECHNOLOGY IN THE PROCESS OF TEACHING AND LEARNING SCIENCE.

• Autor(a) principal: Silva, Wender Antônio da
• Data de Publicação: 2015
• Outros Autores: Kalhil, Josefina Barrera, Nicot, Yuri Expósito
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Reamec
• Texto Completo: https://periodicoscientificos.ufmt.br/ojs/index.php/reamec/article/view/5303
• topic: Tecnologias; Metodologias; Ensino de Ciências.; Technologies; methodologies; Science Teaching

This article presents a brief review of the literature on the methodological approaches that can support the use of technology in the teaching and learning of science. For this reason it is analyzing the relationship between the approaches: instructionist which is based on studies of the teaching machine Skinner; constructionist, focused on the research of Seymour Papert, where the proposal is to use the computer as a means for autonomous acquisition of knowledge; connectivism of Siemens and Downes proposing the integration of the principles presented by chaos, neural networks, complexity and self-organization. Finally, adapting the proposed Scheller, Viali and Lahn, it is the relationship between the three approaches by seeking connection points and, therefore, it appears that constructionism and connectivism can be complemented in some points, and that instructionism, still widely used, goes against the current proposal to develop autonomy and initiative for learning