Processos avaliativos reflexivos integrados a tarefas contínuas no âmbito do ensino superior em física
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Tipo de documento: | Tese |
Idioma: | por |
Título da fonte: | Repositório Institucional Manancial UFSM |
Texto Completo: | http://repositorio.ufsm.br/handle/1/14112 |
Resumo: | At the present work, we developed a series of educational activities aimed to provide a steady rate of study for a course of Physics in the higher education context, which was conceived in a research stage conducted within the Educational Design Research (EDR). This conception of research has as main feature the development of a scientific investigation with the actual routing of a possible solution to a problem, which is, in this case, linked to the process of teaching and learning, identified in a real environment. The chosen problem is the difficulty faced by students to study continuously for the course of Physics I. Based on previous work, we realize that the application of a series of computational activities contributed to the development of skills associated to a numerical computing environment, when students used to develop activities with those characteristics. Thus, the referred solution to this problem is the development of a series of evaluative learning activities, which should be reflective and training ones, providing for the students a pace of constant study throughout the course. These series are based on the premise of the inverted classroom, and educational activities that make it up are developed on the teaching strategy of Troubleshooting. The developed evaluation activities are divided in four different groups: (i) introductory activities, (ii) online/home tests, (iii) classroom tests and (iv) final tests. For the development of this research, we took two technological tools that help both teachers and students: (i) an automatic correction software for solving handmade problems with pencil and paper, and, (ii) an online plataform called GXQ, where are placed and developed extra class activities by students. The presented results by a test in three engineering classes at a public university, to date, shows that the teaching series fulfills its initial objective of promoting a study rhythm. From the analysis of the final questionnaire, we perceived that the students realized that the development of activities with different characteristics favors the continious study of the course subjects, and also a more suitable evaluation process. |
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2018-08-27T21:27:28Z2018-08-27T21:27:28Z2018-01-08http://repositorio.ufsm.br/handle/1/14112At the present work, we developed a series of educational activities aimed to provide a steady rate of study for a course of Physics in the higher education context, which was conceived in a research stage conducted within the Educational Design Research (EDR). This conception of research has as main feature the development of a scientific investigation with the actual routing of a possible solution to a problem, which is, in this case, linked to the process of teaching and learning, identified in a real environment. The chosen problem is the difficulty faced by students to study continuously for the course of Physics I. Based on previous work, we realize that the application of a series of computational activities contributed to the development of skills associated to a numerical computing environment, when students used to develop activities with those characteristics. Thus, the referred solution to this problem is the development of a series of evaluative learning activities, which should be reflective and training ones, providing for the students a pace of constant study throughout the course. These series are based on the premise of the inverted classroom, and educational activities that make it up are developed on the teaching strategy of Troubleshooting. The developed evaluation activities are divided in four different groups: (i) introductory activities, (ii) online/home tests, (iii) classroom tests and (iv) final tests. For the development of this research, we took two technological tools that help both teachers and students: (i) an automatic correction software for solving handmade problems with pencil and paper, and, (ii) an online plataform called GXQ, where are placed and developed extra class activities by students. The presented results by a test in three engineering classes at a public university, to date, shows that the teaching series fulfills its initial objective of promoting a study rhythm. From the analysis of the final questionnaire, we perceived that the students realized that the development of activities with different characteristics favors the continious study of the course subjects, and also a more suitable evaluation process.Neste trabalho, desenvolvemos uma sequência de atividades didáticas que visa propiciar um ritmo de estudos constante para uma disciplina de Física no contexto do ensino superior, que foi concebido em uma etapa de pesquisa conduzida no âmbito da Educational Design Research (EDR). Essa concepção de pesquisa tem como principal característica o desenvolvimento de uma investigação científica com o encaminhamento efetivo de uma possível solução a uma problemática, a qual estará, nesse caso, ligada ao processo de ensino e aprendizagem, identificado em um ambiente real. A problemática aqui escolhida consiste na dificuldade dos estudantes estudarem continuamente para a disciplina de Física I. Baseados em trabalhos anteriores, percebemos que a aplicação de uma sequência de atividades computacionais colaborou para o desenvolvimento de habilidades e competências associadas a um ambiente de computação numérica, quando os estudantes constantemente desenvolviam atividades com essas características. Dessa forma, a solução encaminhada para essa problemática é o desenvolvimento de uma sequência de atividades didáticas avaliativas, que sejam reflexivas e formativas, as quais propiciem ao estudante um ritmo de estudo constante ao longo do curso. A sequência é baseada na premissa da sala de aula invertida e as atividades didáticas que compõem a sequência proposta estão desenvolvidas sobre a estratégia didática de resolução de problemas. As atividades avaliativas desenvolvidas são divididas em quatro diferentes grupos: (i) atividades introdutórias, (ii) testes a distância, (iii) testes presenciais e (iv) provas. Para o desenvolvimento desta pesquisa, usamos duas ferramentas tecnológicas que auxiliam tanto o docente como os estudantes: (i) um software de correção automática para as atividades de resolução de problemas de lápis e papel e (ii) um portal denominado gxq onde são colocadas e desenvolvidas as atividades extra classe pelos estudantes. Os resultados apontados através de uma aplicação em três turmas de engenharia de uma universidade pública, até o momento, indicam que a sequência didática cumpre com o seu objetivo inicial de fomentar um ritmo de estudo. A partir da análise do questionário final, evidenciamos que os estudantes perceberam que o desenvolvimento de atividades com características diferentes favorece o estudo constante dos conteúdos disciplinares e, ainda, um processo avaliativo mais adequado.Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPESporUniversidade Federal de Santa MariaCentro de Ciências Naturais e ExatasPrograma de Pós-Graduação em Educação em Ciências: Química da Vida e SaúdeUFSMBrasilEducação em CiênciasAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessTecnologias de informação e comunicaçãoSala de aula invertidaAtividades didáticasResolução de problemasInformation and communication technologiesReversed classroomTeaching activitiesTroubleshootingCNPQ::OUTROS::CIENCIASProcessos avaliativos reflexivos integrados a tarefas contínuas no âmbito do ensino superior em físicaEvaluative reflective processes integrated to continuing tasks under the higher education in physicsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisSauerwein, Ricardo Andreashttp://lattes.cnpq.br/8278664817341548Martins, Márcio Marqueshttp://lattes.cnpq.br/3000763401885447Bulegon, Ana Marlihttp://lattes.cnpq.br/1315096515847809Mathias, Carmen Vieirahttp://lattes.cnpq.br/0112509701698645Sauerwein, Inés Prieto Schmidthttp://lattes.cnpq.br/7906512702835414http://lattes.cnpq.br/7823646075456872Pastorio, Dioni Paulo200800000002600a7c6246d-01cd-41e1-a505-5eb31062bfc3ca3c9f2e-fe9c-4240-88d0-fcd9ca50e59b331365ff-14aa-41aa-a022-3f6233ae8e097415e28b-5deb-42f7-a40a-632402913b90d17a1987-5ce4-49d3-9b01-fa2620f01eefd8b86abc-cebe-4ffa-8db8-927dc11fdba6reponame:Repositório Institucional Manancial UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMLICENSElicense.txtlicense.txttext/plain; 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dc.title.por.fl_str_mv |
Processos avaliativos reflexivos integrados a tarefas contínuas no âmbito do ensino superior em física |
dc.title.alternative.eng.fl_str_mv |
Evaluative reflective processes integrated to continuing tasks under the higher education in physics |
title |
Processos avaliativos reflexivos integrados a tarefas contínuas no âmbito do ensino superior em física |
spellingShingle |
Processos avaliativos reflexivos integrados a tarefas contínuas no âmbito do ensino superior em física Pastorio, Dioni Paulo Tecnologias de informação e comunicação Sala de aula invertida Atividades didáticas Resolução de problemas Information and communication technologies Reversed classroom Teaching activities Troubleshooting CNPQ::OUTROS::CIENCIAS |
title_short |
Processos avaliativos reflexivos integrados a tarefas contínuas no âmbito do ensino superior em física |
title_full |
Processos avaliativos reflexivos integrados a tarefas contínuas no âmbito do ensino superior em física |
title_fullStr |
Processos avaliativos reflexivos integrados a tarefas contínuas no âmbito do ensino superior em física |
title_full_unstemmed |
Processos avaliativos reflexivos integrados a tarefas contínuas no âmbito do ensino superior em física |
title_sort |
Processos avaliativos reflexivos integrados a tarefas contínuas no âmbito do ensino superior em física |
author |
Pastorio, Dioni Paulo |
author_facet |
Pastorio, Dioni Paulo |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Sauerwein, Ricardo Andreas |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/8278664817341548 |
dc.contributor.referee1.fl_str_mv |
Martins, Márcio Marques |
dc.contributor.referee1Lattes.fl_str_mv |
http://lattes.cnpq.br/3000763401885447 |
dc.contributor.referee2.fl_str_mv |
Bulegon, Ana Marli |
dc.contributor.referee2Lattes.fl_str_mv |
http://lattes.cnpq.br/1315096515847809 |
dc.contributor.referee3.fl_str_mv |
Mathias, Carmen Vieira |
dc.contributor.referee3Lattes.fl_str_mv |
http://lattes.cnpq.br/0112509701698645 |
dc.contributor.referee4.fl_str_mv |
Sauerwein, Inés Prieto Schmidt |
dc.contributor.referee4Lattes.fl_str_mv |
http://lattes.cnpq.br/7906512702835414 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/7823646075456872 |
dc.contributor.author.fl_str_mv |
Pastorio, Dioni Paulo |
contributor_str_mv |
Sauerwein, Ricardo Andreas Martins, Márcio Marques Bulegon, Ana Marli Mathias, Carmen Vieira Sauerwein, Inés Prieto Schmidt |
dc.subject.por.fl_str_mv |
Tecnologias de informação e comunicação Sala de aula invertida Atividades didáticas Resolução de problemas |
topic |
Tecnologias de informação e comunicação Sala de aula invertida Atividades didáticas Resolução de problemas Information and communication technologies Reversed classroom Teaching activities Troubleshooting CNPQ::OUTROS::CIENCIAS |
dc.subject.eng.fl_str_mv |
Information and communication technologies Reversed classroom Teaching activities Troubleshooting |
dc.subject.cnpq.fl_str_mv |
CNPQ::OUTROS::CIENCIAS |
description |
At the present work, we developed a series of educational activities aimed to provide a steady rate of study for a course of Physics in the higher education context, which was conceived in a research stage conducted within the Educational Design Research (EDR). This conception of research has as main feature the development of a scientific investigation with the actual routing of a possible solution to a problem, which is, in this case, linked to the process of teaching and learning, identified in a real environment. The chosen problem is the difficulty faced by students to study continuously for the course of Physics I. Based on previous work, we realize that the application of a series of computational activities contributed to the development of skills associated to a numerical computing environment, when students used to develop activities with those characteristics. Thus, the referred solution to this problem is the development of a series of evaluative learning activities, which should be reflective and training ones, providing for the students a pace of constant study throughout the course. These series are based on the premise of the inverted classroom, and educational activities that make it up are developed on the teaching strategy of Troubleshooting. The developed evaluation activities are divided in four different groups: (i) introductory activities, (ii) online/home tests, (iii) classroom tests and (iv) final tests. For the development of this research, we took two technological tools that help both teachers and students: (i) an automatic correction software for solving handmade problems with pencil and paper, and, (ii) an online plataform called GXQ, where are placed and developed extra class activities by students. The presented results by a test in three engineering classes at a public university, to date, shows that the teaching series fulfills its initial objective of promoting a study rhythm. From the analysis of the final questionnaire, we perceived that the students realized that the development of activities with different characteristics favors the continious study of the course subjects, and also a more suitable evaluation process. |
publishDate |
2018 |
dc.date.accessioned.fl_str_mv |
2018-08-27T21:27:28Z |
dc.date.available.fl_str_mv |
2018-08-27T21:27:28Z |
dc.date.issued.fl_str_mv |
2018-01-08 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/doctoralThesis |
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doctoralThesis |
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publishedVersion |
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http://repositorio.ufsm.br/handle/1/14112 |
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http://repositorio.ufsm.br/handle/1/14112 |
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200800000002 |
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600 |
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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/ |
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openAccess |
dc.publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Educação em Ciências: Química da Vida e Saúde |
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UFSM |
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Brasil |
dc.publisher.department.fl_str_mv |
Educação em Ciências |
publisher.none.fl_str_mv |
Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
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