LEARNING ENVIRONMENT AND TECHNOLOGY: teachers’challenges at critical thinking construction in Singapore schools
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Data de Publicação: | 2019 |
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Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Revista Observatório |
Texto Completo: | https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/4747 |
Resumo: | The present article is part of a research carried out with students of teachers’ education and students from high schools of public schools from Singapore and had as main objective to investigate how the learning environments, that integrate technologies are used in this level of education. The research raised questions considered challenging in student practices and for this purpose the CMLES questionnaire developed by Maor and Fraser (2005) was applied to analyzed the answers in order to understand if the use of technologies helps in the creation of a constructivist learning environment The results showed that the school students point of view when compared to the teachers, it is inferior to the perspectives created by the teachers. In addition, it has been shown that not always the use of technology leads the student to develop critical thinking. Thus, according to the premises of a constructivist learning environment for this to occur, the teacher will need to reflect on the types of activities applied and how they will aid in the learning process. |
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LEARNING ENVIRONMENT AND TECHNOLOGY: teachers’challenges at critical thinking construction in Singapore schoolsAMBIENTES DE APRENDISAJE Y TECNOLOGIA: los desafios de los professores em la construción del pensamento crítico em escuelas de SingapuraAMBIENTES DE APRENDIZAGEM E TECNOLOGIAS: os desafios discentes na construção do pensamento crítico em escolas de Cingapuraambientes de aprendizagem; formação de professores; uso de tecnologias; pensamento crítico; integração das tecnologias.ambientes de aprendizagemnarrativas digitaisThe present article is part of a research carried out with students of teachers’ education and students from high schools of public schools from Singapore and had as main objective to investigate how the learning environments, that integrate technologies are used in this level of education. The research raised questions considered challenging in student practices and for this purpose the CMLES questionnaire developed by Maor and Fraser (2005) was applied to analyzed the answers in order to understand if the use of technologies helps in the creation of a constructivist learning environment The results showed that the school students point of view when compared to the teachers, it is inferior to the perspectives created by the teachers. In addition, it has been shown that not always the use of technology leads the student to develop critical thinking. Thus, according to the premises of a constructivist learning environment for this to occur, the teacher will need to reflect on the types of activities applied and how they will aid in the learning process.El presente artículo hizo parte de una investigación realizada con alumnos en formación docente y estudiantes de enseñanza secundaria de escuelas públicas de Singapura y tuvo como principal objetivo investigar cómo los ambientes de aprendizaje, que integran tecnologías, son utilizados en este nivel de enseñanza. La investigación planteó cuestiones consideradas desafiantes en las prácticas discentes y se utilizó el cuestionario CMLES, desarrollado por Maor y Fraser (2005), analizando las respuestas para comprender si el uso de las tecnologías auxilian en la creación de un ambiente de aprendizaje constructivista. En síntesis, los resultados demostraron que, en la óptica de los alumnos, comparada a la de los profesores, es inferior de las perspectivas creadas por los docentes. Además, se logró evidenciar que no siempre el uso de las tecnologías lleva el alumno al desarrollo de un pensamiento crítico. Así, de acuerdo con las premisas de un ambiente de aprendizaje constructivista para que eso ocurra, el profesor necesitará reflexionar sobre los tipos de actividades aplicadas y cómo ellas auxiliar en el proceso de aprendizajeO presente artigo é parte de uma pesquisa realizada com alunos em formação docente e estudantes do ensino secundário de escolas públicas de Cingapura e teve como principal objetivo investigar como os ambientes de aprendizagem, que integram tecnologías, são utilizados neste nível de ensino. A investigação levantou questões consideradas desafiadoras nas práticas discentes e, para tanto, utilizou-se do questionário CMLES, desenvolvido por Maor e Fraser (2005), analisando as respostas de forma a compreender se o uso das tecnologias auxilia na criação de um ambiente de aprendizagem construtivista. Em síntese, os resultados demonstraram que, na ótica dos alunos, comparada a dos profesores, é inferior das perspectivas criadas pelos docentes. Além disso, conseguiu-se evidenciar que nem sempre o uso das tecnologias leva o aluno ao desenvolvimento de um pensamento crítico. Assim, de acordo com as premissas de um ambiente de aprendizagem construtivista para que isso ocorra, o professor precisará refletir sobre os tipos de atividades aplicadas e como elas irão auxiliar no processo de aprendizagem.Universidade Federal do Tocantins - UFT2019-01-14info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontextoapplication/pdfapplication/epub+zipapplication/octet-streamapplication/zipapplication/x-gzipapplication/ziphttps://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/474710.20873/uft.2447-4266.2019v5n1p243Observatory Journal; Vol. 5 No. 1 (2019): Vol. 5 N. 1 Redes Educativas e Espaços Multirreferenciais de Aprendizagem Jan-Mar 2019; 243-275Observatorio Magazine; Vol. 5 Núm. 1 (2019): Vol. 5 N. 1 Redes Educativas e Espaços Multirreferenciais de Aprendizagem Jan-Mar 2019; 243-275Observatoire Journal; Vol. 5 No. 1 (2019): Vol. 5 N. 1 Redes Educativas e Espaços Multirreferenciais de Aprendizagem Jan-Mar 2019; 243-275Revista Observatório ; v. 5 n. 1 (2019): Vol. 5 N. 1 Redes Educativas e Espaços Multirreferenciais de Aprendizagem Jan-Mar 2019; 243-2752447-426610.20873/uft.2447-4266.2019v5n1reponame:Revista Observatórioinstname:Universidade Federal do Tocantins (UFT)instacron:UFTporhttps://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/4747/14698https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/4747/14710https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/4747/14721https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/4747/14742https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/4747/14753https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/4747/14764Copyright (c) 2019 Revista Observatórioinfo:eu-repo/semantics/openAccessPasinato, Nara Maria BernardesKoh, Noi Keng2022-03-04T13:06:57Zoai:ojs.revista.uft.edu.br:article/4747Revistahttps://sistemas.uft.edu.br/periodicos/index.php/observatorio/oai2447-42662447-4266opendoar:2022-03-04T13:06:57Revista Observatório - Universidade Federal do Tocantins (UFT)false |
dc.title.none.fl_str_mv |
LEARNING ENVIRONMENT AND TECHNOLOGY: teachers’challenges at critical thinking construction in Singapore schools AMBIENTES DE APRENDISAJE Y TECNOLOGIA: los desafios de los professores em la construción del pensamento crítico em escuelas de Singapura AMBIENTES DE APRENDIZAGEM E TECNOLOGIAS: os desafios discentes na construção do pensamento crítico em escolas de Cingapura |
title |
LEARNING ENVIRONMENT AND TECHNOLOGY: teachers’challenges at critical thinking construction in Singapore schools |
spellingShingle |
LEARNING ENVIRONMENT AND TECHNOLOGY: teachers’challenges at critical thinking construction in Singapore schools Pasinato, Nara Maria Bernardes ambientes de aprendizagem; formação de professores; uso de tecnologias; pensamento crítico; integração das tecnologias. ambientes de aprendizagem narrativas digitais |
title_short |
LEARNING ENVIRONMENT AND TECHNOLOGY: teachers’challenges at critical thinking construction in Singapore schools |
title_full |
LEARNING ENVIRONMENT AND TECHNOLOGY: teachers’challenges at critical thinking construction in Singapore schools |
title_fullStr |
LEARNING ENVIRONMENT AND TECHNOLOGY: teachers’challenges at critical thinking construction in Singapore schools |
title_full_unstemmed |
LEARNING ENVIRONMENT AND TECHNOLOGY: teachers’challenges at critical thinking construction in Singapore schools |
title_sort |
LEARNING ENVIRONMENT AND TECHNOLOGY: teachers’challenges at critical thinking construction in Singapore schools |
author |
Pasinato, Nara Maria Bernardes |
author_facet |
Pasinato, Nara Maria Bernardes Koh, Noi Keng |
author_role |
author |
author2 |
Koh, Noi Keng |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Pasinato, Nara Maria Bernardes Koh, Noi Keng |
dc.subject.por.fl_str_mv |
ambientes de aprendizagem; formação de professores; uso de tecnologias; pensamento crítico; integração das tecnologias. ambientes de aprendizagem narrativas digitais |
topic |
ambientes de aprendizagem; formação de professores; uso de tecnologias; pensamento crítico; integração das tecnologias. ambientes de aprendizagem narrativas digitais |
description |
The present article is part of a research carried out with students of teachers’ education and students from high schools of public schools from Singapore and had as main objective to investigate how the learning environments, that integrate technologies are used in this level of education. The research raised questions considered challenging in student practices and for this purpose the CMLES questionnaire developed by Maor and Fraser (2005) was applied to analyzed the answers in order to understand if the use of technologies helps in the creation of a constructivist learning environment The results showed that the school students point of view when compared to the teachers, it is inferior to the perspectives created by the teachers. In addition, it has been shown that not always the use of technology leads the student to develop critical thinking. Thus, according to the premises of a constructivist learning environment for this to occur, the teacher will need to reflect on the types of activities applied and how they will aid in the learning process. |
publishDate |
2019 |
dc.date.none.fl_str_mv |
2019-01-14 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion texto |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/4747 10.20873/uft.2447-4266.2019v5n1p243 |
url |
https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/4747 |
identifier_str_mv |
10.20873/uft.2447-4266.2019v5n1p243 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/4747/14698 https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/4747/14710 https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/4747/14721 https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/4747/14742 https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/4747/14753 https://sistemas.uft.edu.br/periodicos/index.php/observatorio/article/view/4747/14764 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2019 Revista Observatório info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2019 Revista Observatório |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/epub+zip application/octet-stream application/zip application/x-gzip application/zip |
dc.publisher.none.fl_str_mv |
Universidade Federal do Tocantins - UFT |
publisher.none.fl_str_mv |
Universidade Federal do Tocantins - UFT |
dc.source.none.fl_str_mv |
Observatory Journal; Vol. 5 No. 1 (2019): Vol. 5 N. 1 Redes Educativas e Espaços Multirreferenciais de Aprendizagem Jan-Mar 2019; 243-275 Observatorio Magazine; Vol. 5 Núm. 1 (2019): Vol. 5 N. 1 Redes Educativas e Espaços Multirreferenciais de Aprendizagem Jan-Mar 2019; 243-275 Observatoire Journal; Vol. 5 No. 1 (2019): Vol. 5 N. 1 Redes Educativas e Espaços Multirreferenciais de Aprendizagem Jan-Mar 2019; 243-275 Revista Observatório ; v. 5 n. 1 (2019): Vol. 5 N. 1 Redes Educativas e Espaços Multirreferenciais de Aprendizagem Jan-Mar 2019; 243-275 2447-4266 10.20873/uft.2447-4266.2019v5n1 reponame:Revista Observatório instname:Universidade Federal do Tocantins (UFT) instacron:UFT |
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Universidade Federal do Tocantins (UFT) |
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UFT |
institution |
UFT |
reponame_str |
Revista Observatório |
collection |
Revista Observatório |
repository.name.fl_str_mv |
Revista Observatório - Universidade Federal do Tocantins (UFT) |
repository.mail.fl_str_mv |
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