Perceptions on the construction of knowledge in science in Elementary School using the active methodology of Blended Learning

Detalhes bibliográficos
Autor(a) principal: Damica, Filipe Zaniratti
Data de Publicação: 2022
Outros Autores: Damica, Gabriely Zaniratti, Gomes, Sabrina Paradizo Silva Guedes, Lucas, Douglas Ribeiro, Damica, Leomar Zaniratti, Veloso, Noraney Zaniratti, Almeida, Matheus Alves Brito de, Silva, Leismarque Adelino Junior, Stahl, Nilson Sérgio Peres
Tipo de documento: Artigo
Idioma: por
Título da fonte: Research, Society and Development
Texto Completo: https://rsdjournal.org/index.php/rsd/article/view/37447
Resumo: Considering the low results presented by Brazilian education in global indicators such as those published by the Organization for Economic Cooperation and Development - OECD, and by other indicators such as the UNESCO Education ranking. It can be seen that Brazilian education needs improvements so that it is possible to provide students with a meaningful learning experience. Therefore, we believe that education must accompany the innovations provided mainly by digital information and communication technologies - TDICs, abandoning mechanical techniques of knowledge transmission that disregard the heterogeneity of education and increasingly inserting itself in the daily lives of students, so that they can learn in a personalized way. The present research seeks to analyze how knowledge occurs at a fundamental level in the discipline of science from the model of rotation by stations, based on the active methodology of hybrid teaching that seeks to involve TDICs in the educational process so that it is possible to customize the time and mode of learning. In the proposed model, the classes were arranged in groups (called stations), and in each station there was a specific activity to be carried out by the present group. In our conclusions, we corroborate positive results of the rotation by stations listed by the students when answering the questionnaires applied after classes.
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spelling Perceptions on the construction of knowledge in science in Elementary School using the active methodology of Blended LearningPercepciones sobre la construcción del conocimiento en ciencias en la Educación Primaria utilizando la metodología activa de Blended LearningPercepções sobre a construção do conhecimento em ciências no Ensino Fundamental utilizando a metodologia ativa do Ensino HíbridoAprendizaje combinadoAprendizaje significativoTDICs.Ensino híbridoAprendizagem significativaTDIC’s.Blended learningMeaningful learningTDIC’s.Considering the low results presented by Brazilian education in global indicators such as those published by the Organization for Economic Cooperation and Development - OECD, and by other indicators such as the UNESCO Education ranking. It can be seen that Brazilian education needs improvements so that it is possible to provide students with a meaningful learning experience. Therefore, we believe that education must accompany the innovations provided mainly by digital information and communication technologies - TDICs, abandoning mechanical techniques of knowledge transmission that disregard the heterogeneity of education and increasingly inserting itself in the daily lives of students, so that they can learn in a personalized way. The present research seeks to analyze how knowledge occurs at a fundamental level in the discipline of science from the model of rotation by stations, based on the active methodology of hybrid teaching that seeks to involve TDICs in the educational process so that it is possible to customize the time and mode of learning. In the proposed model, the classes were arranged in groups (called stations), and in each station there was a specific activity to be carried out by the present group. In our conclusions, we corroborate positive results of the rotation by stations listed by the students when answering the questionnaires applied after classes.Considerando los bajos resultados presentados por la educación brasileña en indicadores globales como los publicados por la Organización para la Cooperación y el Desarrollo Económicos - OCDE, y por otros indicadores como el ranking de Educación de la UNESCO. Se puede ver que la educación brasileña necesita mejoras para que sea posible proporcionar a los estudiantes una experiencia de aprendizaje significativa. Por lo tanto, creemos que la educación debe acompañar las innovaciones que brindan principalmente las tecnologías digitales de la información y la comunicación - TDIC, abandonando las técnicas mecánicas de transmisión del conocimiento que ignoran la heterogeneidad de la educación e insertándose cada vez más en la vida cotidiana de los estudiantes, para que puedan aprender en una manera personalizada. La presente investigación busca analizar cómo se produce el conocimiento a nivel fundamental en la disciplina de ciencias a partir del modelo de rotación por estaciones, basado en la metodología activa de enseñanza híbrida que busca involucrar a las TDIC en el proceso educativo para que sea posible personalizar el tiempo y el modo de aprendizaje. En el modelo propuesto, las clases estaban organizadas en grupos (llamados estaciones), y en cada estación había una actividad específica a realizar por el grupo presente. En nuestras conclusiones, corroboramos resultados positivos de la rotación por estaciones enumeradas por los alumnos al responder los cuestionarios aplicados después de las clases.Considerando os baixos resultados apresentados pela educação brasileira em indicadores globais como os divulgados pela Organização para Cooperação e Desenvolvimento Econômico – OCDE, e por outros indicadores como o ranking de Educação da UNESCO. Pode-se perceber que a educação brasileira carece de melhorias para que seja possível oportunizar aos alunos uma aprendizagem significativa. Sendo assim, acreditamos que a educação deve acompanhar as inovações oportunizadas principalmente pelas tecnologias digitais de informação e comunicação - TDICs, abandonando técnicas mecânicas de transmissão de conhecimentos que desconsideram a heterogeneidade da educação e inserindo-se cada vez mais no cotidiano dos alunos, para que estes possam aprender de forma personalizada. A presente pesquisa busca analisar como ocorre o conhecimento em nível fundamental na disciplina de ciências a partir do modelo de rotação por estações, baseada na metodologia ativa do ensino híbrido que busca envolver as TDICs ao processo educativo para que seja possível a personalização do tempo e modo de aprendizagem. No modelo proposto, as turmas foram dispostas em grupos (denominados estações), e, em cada estação houve uma atividade específica a ser realizada pelo grupo presente. Em nossas conclusões corroboramos resultados positivos da rotação por estações elencados pelos alunos ao responderem os questionários aplicados após as aulas.Research, Society and Development2022-11-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/3744710.33448/rsd-v11i15.37447Research, Society and Development; Vol. 11 No. 15; e514111537447Research, Society and Development; Vol. 11 Núm. 15; e514111537447Research, Society and Development; v. 11 n. 15; e5141115374472525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/37447/31245Copyright (c) 2022 Filipe Zaniratti Damica; Gabriely Zaniratti Damica; Sabrina Paradizo Silva Guedes Gomes; Douglas Ribeiro Lucas; Leomar Zaniratti Damica; Noraney Zaniratti Veloso; Matheus Alves Brito de Almeida; Leismarque Adelino Junior Silva; Nilson Sérgio Peres Stahlhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessDamica, Filipe ZanirattiDamica, Gabriely ZanirattiGomes, Sabrina Paradizo Silva GuedesLucas, Douglas RibeiroDamica, Leomar ZanirattiVeloso, Noraney ZanirattiAlmeida, Matheus Alves Brito de Silva, Leismarque Adelino Junior Stahl, Nilson Sérgio Peres 2022-11-27T19:56:23Zoai:ojs.pkp.sfu.ca:article/37447Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:51:37.046899Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false
dc.title.none.fl_str_mv Perceptions on the construction of knowledge in science in Elementary School using the active methodology of Blended Learning
Percepciones sobre la construcción del conocimiento en ciencias en la Educación Primaria utilizando la metodología activa de Blended Learning
Percepções sobre a construção do conhecimento em ciências no Ensino Fundamental utilizando a metodologia ativa do Ensino Híbrido
title Perceptions on the construction of knowledge in science in Elementary School using the active methodology of Blended Learning
spellingShingle Perceptions on the construction of knowledge in science in Elementary School using the active methodology of Blended Learning
Damica, Filipe Zaniratti
Aprendizaje combinado
Aprendizaje significativo
TDICs.
Ensino híbrido
Aprendizagem significativa
TDIC’s.
Blended learning
Meaningful learning
TDIC’s.
title_short Perceptions on the construction of knowledge in science in Elementary School using the active methodology of Blended Learning
title_full Perceptions on the construction of knowledge in science in Elementary School using the active methodology of Blended Learning
title_fullStr Perceptions on the construction of knowledge in science in Elementary School using the active methodology of Blended Learning
title_full_unstemmed Perceptions on the construction of knowledge in science in Elementary School using the active methodology of Blended Learning
title_sort Perceptions on the construction of knowledge in science in Elementary School using the active methodology of Blended Learning
author Damica, Filipe Zaniratti
author_facet Damica, Filipe Zaniratti
Damica, Gabriely Zaniratti
Gomes, Sabrina Paradizo Silva Guedes
Lucas, Douglas Ribeiro
Damica, Leomar Zaniratti
Veloso, Noraney Zaniratti
Almeida, Matheus Alves Brito de
Silva, Leismarque Adelino Junior
Stahl, Nilson Sérgio Peres
author_role author
author2 Damica, Gabriely Zaniratti
Gomes, Sabrina Paradizo Silva Guedes
Lucas, Douglas Ribeiro
Damica, Leomar Zaniratti
Veloso, Noraney Zaniratti
Almeida, Matheus Alves Brito de
Silva, Leismarque Adelino Junior
Stahl, Nilson Sérgio Peres
author2_role author
author
author
author
author
author
author
author
dc.contributor.author.fl_str_mv Damica, Filipe Zaniratti
Damica, Gabriely Zaniratti
Gomes, Sabrina Paradizo Silva Guedes
Lucas, Douglas Ribeiro
Damica, Leomar Zaniratti
Veloso, Noraney Zaniratti
Almeida, Matheus Alves Brito de
Silva, Leismarque Adelino Junior
Stahl, Nilson Sérgio Peres
dc.subject.por.fl_str_mv Aprendizaje combinado
Aprendizaje significativo
TDICs.
Ensino híbrido
Aprendizagem significativa
TDIC’s.
Blended learning
Meaningful learning
TDIC’s.
topic Aprendizaje combinado
Aprendizaje significativo
TDICs.
Ensino híbrido
Aprendizagem significativa
TDIC’s.
Blended learning
Meaningful learning
TDIC’s.
description Considering the low results presented by Brazilian education in global indicators such as those published by the Organization for Economic Cooperation and Development - OECD, and by other indicators such as the UNESCO Education ranking. It can be seen that Brazilian education needs improvements so that it is possible to provide students with a meaningful learning experience. Therefore, we believe that education must accompany the innovations provided mainly by digital information and communication technologies - TDICs, abandoning mechanical techniques of knowledge transmission that disregard the heterogeneity of education and increasingly inserting itself in the daily lives of students, so that they can learn in a personalized way. The present research seeks to analyze how knowledge occurs at a fundamental level in the discipline of science from the model of rotation by stations, based on the active methodology of hybrid teaching that seeks to involve TDICs in the educational process so that it is possible to customize the time and mode of learning. In the proposed model, the classes were arranged in groups (called stations), and in each station there was a specific activity to be carried out by the present group. In our conclusions, we corroborate positive results of the rotation by stations listed by the students when answering the questionnaires applied after classes.
publishDate 2022
dc.date.none.fl_str_mv 2022-11-25
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/37447
10.33448/rsd-v11i15.37447
url https://rsdjournal.org/index.php/rsd/article/view/37447
identifier_str_mv 10.33448/rsd-v11i15.37447
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://rsdjournal.org/index.php/rsd/article/view/37447/31245
dc.rights.driver.fl_str_mv https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv 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. 11 No. 15; e514111537447
Research, Society and Development; Vol. 11 Núm. 15; e514111537447
Research, Society and Development; v. 11 n. 15; e514111537447
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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