Mobile collaborative learning and the teaching of Sciences in different educational contexts

• Autor(a) principal: Nascimento, Karla Angélica Silva do
• Data de Publicação: 2020
• Outros Autores: Castro Filho, José Aires de
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Roteiro (Joaçaba. Online)
• Texto Completo: https://periodicos.unoesc.edu.br/roteiro/article/view/23002
• topic: Mobile Learning; Prática Docente; Dispositivos Móveis; Formação Docente; Aprendizaje móvil; Práctica Docente; Dispositivos Móviles; Formación docente; Mobilie Learning; Teaching Practice; Mobile devices; Teacher training

The study shows how mobile technologies have helped science classes, articulating curricular content and real situations experienced in the community. We chose a qualitative approach with the use of action research, involving the collaborative work of a teacher interested in contributing to the resolution of concerns related to the use of these technologies in the school context. Interviews, field diary and class observations were analyzed and coded. The results indicate that the elements that subsidize Mobile Collaborative Learning, based on the teaching practice supported by mobile devices, recognize the importance of teaching as mediator, involving the students in the discussions about the subjects studied in different learning contexts. For these technologies to be integrated into school activities, it is necessary to make the curriculum more flexible, both in planning and execution, thus rethinking public policies that encourage the use of these devices in school, especially those for students' own use.