Interação colaborativa em hipermídia educacional no ensino-aprendizagem de física

• Autor(a) principal: Richter, Sabrina Skrebsky
• Data de Publicação: 2013
• Tipo de documento: Dissertação
• Idioma: por
• Título da fonte: Manancial - Repositório Digital da UFSM
• dARK ID: ark:/26339/00130000115b9
• Texto Completo: http://repositorio.ufsm.br/handle/1/7086
• topic: Hipermídia educacional; Interação colaborativa; Ensino-aprendizagem de física; Educational hypermedia; Collaborative interaction; Teaching and learning of physics; CNPQ::CIENCIAS HUMANAS::EDUCACAO

This thesis signals the importance of collaborative interaction in the school environment in times of teaching and learning of physics network, mediated by educational technology. Priority was collaborative interaction on the critical problem situations, technologically mediated by educational hypermedia. The activities were developed by physical educators for students to understand concepts, laws and physical phenomena in two distinct contexts: Physics course (full licensure UFSM) and high school (public schools). Through investigative work was encouraged collaborative interaction, problem-solving situations proposed in study activities, mediated by heuristics in educational hypermedia. From the interactive hypermedia, researched the influence of this educational technology computerized network as potentiator of collaborative interaction. These activities helped to study conducted that actually occurred, collaborative interaction between students, teaching and learning of physics in the network. The data were analyzed and listed in four pre-set categories: Interaction, Interaction and Collaborative Innovation and / or innovative practices in teaching and learning of physics. The results obtained in this research, from the perspective of the categories of analysis, it can be said that students felt "the will" to interact collaboratively with colleagues in study activities with mediation of educational hypermedia in teaching and learning Physics. Emphasis was placed on the idea that dialogue-problematical, as potentiator of collaborative interaction in the concepts, laws and physical phenomena, was constructed from problem situations, providing students knowingness in other contexts real and concrete.