The flipped classroom and the digital mind map for learning argumentative text
Autor(a) principal: | |
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Data de Publicação: | 2021 |
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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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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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1797052698855473152 |