The flipped classroom and the digital mind map for learning argumentative text

Detalhes bibliográficos
Autor(a) principal: Aquino, Lucélio Dantas de
Data de Publicação: 2021
Outros Autores: Martins, Cibelle Amorim
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/23920
Resumo: This article is the result of an experiment carried out to learn argumentative text. As active methodologies, although discussed for some time by progressive thinkers of education gained notoriety with the advancement of informatics. As denominations are diverse, but with one element in common: the student as protagonist in the learning process. Therefore, aiming the development of skills related to planning of autonomous production of gender, a discursive opinion article, using in flipped Classroom and in digital mind map. The intervention carried out is guided by action research, to validate the hypothesis that the application of active methodologies combined with digital technologies can contribute to the formation of critical thinking and student autonomy. It was concluded that the freedom of thematic choice and the systematization of the central elements of the argumentative text are relevant to a more meaningful and automatic production, differing from the applied practice in the teaching of argumentation.
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spelling The flipped classroom and the digital mind map for learning argumentative textEl aula invertida y el mapa mental digital para aprender texto argumentativoA sala de aula invertida e o mapa mental digital para aprendizagem de texto argumentativoEnseñanzaMetodologías activasTecnologías digitalesTexto argumentativeEstudiante autónomo.TeachingActive methodologiesDigital technologiesArgumentative textAutonomous student.EnsinoMetodologias ativasTecnologias digitaisTexto argumentativeAluno autônomo.This article is the result of an experiment carried out to learn argumentative text. As active methodologies, although discussed for some time by progressive thinkers of education gained notoriety with the advancement of informatics. As denominations are diverse, but with one element in common: the student as protagonist in the learning process. Therefore, aiming the development of skills related to planning of autonomous production of gender, a discursive opinion article, using in flipped Classroom and in digital mind map. The intervention carried out is guided by action research, to validate the hypothesis that the application of active methodologies combined with digital technologies can contribute to the formation of critical thinking and student autonomy. It was concluded that the freedom of thematic choice and the systematization of the central elements of the argumentative text are relevant to a more meaningful and automatic production, differing from the applied practice in the teaching of argumentation.Este artículo es el resultado de un experimento realizado para el aprendizaje de textos argumentativos. Las metodologías activas, aunque discutidas durante algún tiempo por pensadores progresistas de la educación ganaron notoriedad con el avance de la tecnología de la información. Las denominaciones son diversas, pero con un elemento en común: el papel del alumno en el proceso de aprendizaje. Por lo tanto, para desarrollar habilidades relacionadas con la planificación para la producción autónoma del artículo de opinión del género del discurso, se utilizaron el Aula Invertida y el mapa mental digital. La intervención se guía por la investigación de acción, para validar la hipótesis de que la aplicación de metodologías activas combinadas con tecnologías digitales puede contribuir a la formación del pensamiento crítico y la autonomía del estudiante. Se concluyó que la libertad de elección temática y la sistematización de los elementos centrales del texto argumentativo fueron relevantes para una producción más significativa y autónoma, que difiere de la práctica recurrente en la enseñanza de la argumentación.Este artigo é resultado de um experimento realizado para aprendizagem de texto argumentativo. As metodologias ativas, embora discutidas já há tempos por pensadores progressistas da educação ganhou notoriedade com o avanço da informática. As denominações são diversas, mas com um elemento em comum: o protagonismo do aluno no processo de aprendizagem. Portanto, com vistas ao desenvolvimento de habilidades referentes ao planejamento para a produção autônoma do gênero discursivo artigo de opinião, utilizou-se a Sala de Aula Invertida e o mapa mental digital. A intervenção realizada se pauta por uma pesquisa-ação, para validar a hipótese de que a aplicação de metodologias ativas combinada com tecnologias digitais pode contribuir para a formação do pensamento crítico e da autonomia discente. Concluiu-se que a liberdade de escolha temática e a sistematização dos elementos centrais do texto argumentativo foram relevantes para uma produção mais significativa e autônoma, diferindo-se da prática recorrente no ensino da argumentação.Research, Society and Development2021-12-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2392010.33448/rsd-v10i16.23920Research, Society and Development; Vol. 10 No. 16; e577101623920Research, Society and Development; Vol. 10 Núm. 16; e577101623920Research, Society and Development; v. 10 n. 16; e5771016239202525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/23920/21244Copyright (c) 2021 Lucélio Dantas de Aquino; Cibelle Amorim Martinshttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessAquino, Lucélio Dantas de Martins, Cibelle Amorim 2021-12-20T11:03:07Zoai:ojs.pkp.sfu.ca:article/23920Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:42:38.475751Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv The flipped classroom and the digital mind map for learning argumentative text
El aula invertida y el mapa mental digital para aprender texto argumentativo
A sala de aula invertida e o mapa mental digital para aprendizagem de texto argumentativo
title The flipped classroom and the digital mind map for learning argumentative text
spellingShingle The flipped classroom and the digital mind map for learning argumentative text
Aquino, Lucélio Dantas de
Enseñanza
Metodologías activas
Tecnologías digitales
Texto argumentative
Estudiante autónomo.
Teaching
Active methodologies
Digital technologies
Argumentative text
Autonomous student.
Ensino
Metodologias ativas
Tecnologias digitais
Texto argumentative
Aluno autônomo.
title_short The flipped classroom and the digital mind map for learning argumentative text
title_full The flipped classroom and the digital mind map for learning argumentative text
title_fullStr The flipped classroom and the digital mind map for learning argumentative text
title_full_unstemmed The flipped classroom and the digital mind map for learning argumentative text
title_sort The flipped classroom and the digital mind map for learning argumentative text
author Aquino, Lucélio Dantas de
author_facet Aquino, Lucélio Dantas de
Martins, Cibelle Amorim
author_role author
author2 Martins, Cibelle Amorim
author2_role author
dc.contributor.author.fl_str_mv Aquino, Lucélio Dantas de
Martins, Cibelle Amorim
dc.subject.por.fl_str_mv Enseñanza
Metodologías activas
Tecnologías digitales
Texto argumentative
Estudiante autónomo.
Teaching
Active methodologies
Digital technologies
Argumentative text
Autonomous student.
Ensino
Metodologias ativas
Tecnologias digitais
Texto argumentative
Aluno autônomo.
topic Enseñanza
Metodologías activas
Tecnologías digitales
Texto argumentative
Estudiante autónomo.
Teaching
Active methodologies
Digital technologies
Argumentative text
Autonomous student.
Ensino
Metodologias ativas
Tecnologias digitais
Texto argumentative
Aluno autônomo.
description This article is the result of an experiment carried out to learn argumentative text. As active methodologies, although discussed for some time by progressive thinkers of education gained notoriety with the advancement of informatics. As denominations are diverse, but with one element in common: the student as protagonist in the learning process. Therefore, aiming the development of skills related to planning of autonomous production of gender, a discursive opinion article, using in flipped Classroom and in digital mind map. The intervention carried out is guided by action research, to validate the hypothesis that the application of active methodologies combined with digital technologies can contribute to the formation of critical thinking and student autonomy. It was concluded that the freedom of thematic choice and the systematization of the central elements of the argumentative text are relevant to a more meaningful and automatic production, differing from the applied practice in the teaching of argumentation.
publishDate 2021
dc.date.none.fl_str_mv 2021-12-19
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/23920
10.33448/rsd-v10i16.23920
url https://rsdjournal.org/index.php/rsd/article/view/23920
identifier_str_mv 10.33448/rsd-v10i16.23920
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/23920/21244
dc.rights.driver.fl_str_mv Copyright (c) 2021 Lucélio Dantas de Aquino; Cibelle Amorim Martins
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Lucélio Dantas de Aquino; Cibelle Amorim Martins
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Research, Society and Development
publisher.none.fl_str_mv Research, Society and Development
dc.source.none.fl_str_mv Research, Society and Development; Vol. 10 No. 16; e577101623920
Research, Society and Development; Vol. 10 Núm. 16; e577101623920
Research, Society and Development; v. 10 n. 16; e577101623920
2525-3409
reponame:Research, Society and Development
instname:Universidade Federal de Itajubá (UNIFEI)
instacron:UNIFEI
instname_str Universidade Federal de Itajubá (UNIFEI)
instacron_str UNIFEI
institution UNIFEI
reponame_str Research, Society and Development
collection Research, Society and Development
repository.name.fl_str_mv Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)
repository.mail.fl_str_mv rsd.articles@gmail.com
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