Sei o que sei e o que não sei? o potencial metacognitivo associado à utilização de vídeos curtos em aulas de física
Autor(a) principal: | |
---|---|
Data de Publicação: | 2022 |
Tipo de documento: | Dissertação |
Idioma: | por |
Título da fonte: | Biblioteca de teses e dissertações da Universidade de Passo Fundo (BDTD UPF) |
Texto Completo: | http://tede.upf.br:8080/jspui/handle/tede/2340 |
Resumo: | The study takes with problematic the need to promote a teaching of Physics aimed at improving the learning processes. This need assumes as a bias of discussion the potentiality of metacognitive thinking, from the awareness of students about their thoughts and the control of their executive actions. The study infers that the production of short videos by students, in the face of contextualized situations that involve knowledge of physics, can prove to be a driver of this cognitive mobilization, making them aware of their own knowledge or, alternatively, of the lack of them, characterized by gaps, inconsistencies and misunderstandings of knowledge. In addition, it considers that the production of videos in physics teaching represents a means of bringing students closer to digital culture, an aspect that is enduring the Common National Curriculum Base (BNCC). These aspects lead to the central question of the study: what is the potential of the didactic use of short videos in terms of the activation of monitoring mechanisms and control of their own understanding by high school students? The objective is to analyze the pertinence of the use of short videos as a strategic didactic resource capable of promoting engagement and being favoring the awareness of students about their own knowledge. To this end, theoretical support is sought in discussions involving the use of digital technologies in teaching and studies associated with metacognition in the field of scientific education. As for the didactic structure, the sequence of activities adopts the methodological proposal called “Three Pedagogical Moments - 3MP”, developed by Delizoicov and Angotti (1990). Based on these references, a didactic sequence is elaborated to involve the topic “Heat Transfer”, organized in nine meetings, which was applied in a second year high school class, in the city of Passo Fundo, in the interior of Rio Grande do Sul. The class included 25 enrolled students and had the participation of 14 to 15 during the nine meetings and, in the final stage, had the participation of nine of them. The research assumes the qualitative and participant approach, involving the production of data from four instruments: teacher/researcher records; observation of the video recordings of the meetings; videos produced by the students themselves; and, questionnaire. The results of the study were discussed from two categories: Students' predisposition to learn and Monitoring and control of understanding associated with the production of short videos. These categories showed that the use of short videos is a didactic strategy that allows students to rescue previous knowledge, experiences and experiences; has motivational aspect for learning; and, with regard to the production of videos by the students themselves, the study revealed evidence of activating metacognitive thinking. As an educational product, and accompanying the dissertation, the study structured a guide for basic education teachers who wish to use the resource of short video production by students in their teaching practices. The educational product is available on the program website, on the PPGECM educational products portal and on the EduCapes portal <http://educapes.capes.gov.br/handle/capes/701856>. |
id |
UPF-1_55f943395326f7e3e162d17b708f42b4 |
---|---|
oai_identifier_str |
oai:tede.upf.br:tede/2340 |
network_acronym_str |
UPF-1 |
network_name_str |
Biblioteca de teses e dissertações da Universidade de Passo Fundo (BDTD UPF) |
repository_id_str |
|
spelling |
Rosa, Cleci Teresinha Werner daCPF 59886374004http://lattes.cnpq.br/2811799682690860CPF 01496945042http://lattes.cnpq.br/0893529183403672Soares, Cíntia Dilcéia2022-11-29T19:00:46Z2022-04-26SOARES, Cíntia Dilcéia. Sei o que sei e o que não sei? o potencial metacognitivo associado à utilização de vídeos curtos em aulas de física. 2022. 84 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade de Passo Fundo, Passo Fundo, RS, 2022.http://tede.upf.br:8080/jspui/handle/tede/2340The study takes with problematic the need to promote a teaching of Physics aimed at improving the learning processes. This need assumes as a bias of discussion the potentiality of metacognitive thinking, from the awareness of students about their thoughts and the control of their executive actions. The study infers that the production of short videos by students, in the face of contextualized situations that involve knowledge of physics, can prove to be a driver of this cognitive mobilization, making them aware of their own knowledge or, alternatively, of the lack of them, characterized by gaps, inconsistencies and misunderstandings of knowledge. In addition, it considers that the production of videos in physics teaching represents a means of bringing students closer to digital culture, an aspect that is enduring the Common National Curriculum Base (BNCC). These aspects lead to the central question of the study: what is the potential of the didactic use of short videos in terms of the activation of monitoring mechanisms and control of their own understanding by high school students? The objective is to analyze the pertinence of the use of short videos as a strategic didactic resource capable of promoting engagement and being favoring the awareness of students about their own knowledge. To this end, theoretical support is sought in discussions involving the use of digital technologies in teaching and studies associated with metacognition in the field of scientific education. As for the didactic structure, the sequence of activities adopts the methodological proposal called “Three Pedagogical Moments - 3MP”, developed by Delizoicov and Angotti (1990). Based on these references, a didactic sequence is elaborated to involve the topic “Heat Transfer”, organized in nine meetings, which was applied in a second year high school class, in the city of Passo Fundo, in the interior of Rio Grande do Sul. The class included 25 enrolled students and had the participation of 14 to 15 during the nine meetings and, in the final stage, had the participation of nine of them. The research assumes the qualitative and participant approach, involving the production of data from four instruments: teacher/researcher records; observation of the video recordings of the meetings; videos produced by the students themselves; and, questionnaire. The results of the study were discussed from two categories: Students' predisposition to learn and Monitoring and control of understanding associated with the production of short videos. These categories showed that the use of short videos is a didactic strategy that allows students to rescue previous knowledge, experiences and experiences; has motivational aspect for learning; and, with regard to the production of videos by the students themselves, the study revealed evidence of activating metacognitive thinking. As an educational product, and accompanying the dissertation, the study structured a guide for basic education teachers who wish to use the resource of short video production by students in their teaching practices. The educational product is available on the program website, on the PPGECM educational products portal and on the EduCapes portal <http://educapes.capes.gov.br/handle/capes/701856>.O estudo toma com problemática a necessidade de promover um ensino de Física voltado ao aprimoramento dos processos de aprendizagem. Tal necessidade assume como viés de discussão a potencialidade do pensamento metacognitivo, a partir da conscientização dos estudantes sobre seus pensamentos e o controle de suas ações executivas. O estudo infere que a produção de vídeos curtos pelos estudantes, frente a situações contextualizadas e que envolvem conhecimentos de Física, pode se revelar propulsora dessa mobilização cognitiva, tornando-os conscientes de seus próprios conhecimentos ou, alternativamente, da falta deles, caracterizado por lacunas, inconsistências e incompreensões do conhecimento. Além disso, considera que a produção de vídeos no ensino de Física representa um meio de aproximar os estudantes da cultura digital, aspecto enaltecido na Base Nacional Comum Curricular (BNCC). Tais aspectos conduzem à questão central do estudo: qual a potencialidade do uso didático de vídeos curtos em termos da ativação de mecanismos de monitoramento e controle da própria compreensão por estudantes do ensino médio? O objetivo é analisar a pertinência do uso de vídeos curtos como recurso didático estratégico capaz de promover o envolvimento e ser favorecedor da tomada de consciência dos estudantes sobre seus próprios conhecimentos. Para tanto, busca-se subsídio teórico nas discussões envolvendo o uso de tecnologias digitais no ensino e nos estudos associados à metacognição, no campo da educação científica. Quanto à estrutura didática, a sequência de atividades adota a proposta metodológica denominada “Três Momentos Pedagógicos – 3MP”, desenvolvida por Delizoicov e Angotti (1990). A partir de tais referenciais, elabora-se uma sequência didática para envolver o tópico “Transferência de Calor”, organizada em nove encontros, que foi aplicada em uma turma do segundo ano do Ensino Médio, na cidade de Passo Fundo, interior do Rio Grande do Sul. A turma integralizava 25 estudantes matriculados e contou com a participação de 14 a 15 durante os nove encontros e, na etapa final, teve a participação de nove deles. A pesquisa toma como pressuposto a abordagem qualitativa e participante, envolvendo a produção de dados a partir de quatro instrumentos: registros da professora/pesquisadora; observação das videogravações dos encontros; vídeos produzidos pelos próprios estudantes; e, questionário. Os resultados do estudo foram discutidos a partir de duas categorias: Pré-disposição dos estudantes para aprender e Monitoramento e controle da compreensão associado à produção dos vídeos curtos. Essas categorias evidenciaram que a utilização de vídeos curtos se revela uma estratégia didática que possibilita aos estudantes o resgate de conhecimentos prévios, vivências e experiências; tem aspecto motivacional para a aprendizagem; e, no que tange à produção de vídeos pelos próprios estudantes, o estudo revelou indícios de ativar o pensamento metacognitivo. Como produto educacional, e que acompanha a dissertação, o estudo estruturou um guia para professores da educação básica que desejam utilizar o recurso de produção de vídeos curtos pelos estudantes, em suas práticas docentes. O produto educacional está disponível no site do programa, no portal dos produtos educacionais do PPGECM e no portal EduCapes <http://educapes.capes.gov.br/handle/capes/701856>.Submitted by Jucelei Domingues (jucelei@upf.br) on 2022-11-29T19:00:46Z No. of bitstreams: 1 2022CintiaDilceiaSoares.pdf: 10159458 bytes, checksum: bd5df87bb386a880188379144e64a97e (MD5)Made available in DSpace on 2022-11-29T19:00:46Z (GMT). No. of bitstreams: 1 2022CintiaDilceiaSoares.pdf: 10159458 bytes, checksum: bd5df87bb386a880188379144e64a97e (MD5) Previous issue date: 2022-04-26application/pdfporUniversidade de Passo FundoPrograma de Pós-Graduação em Ensino de Ciências e MatemáticaUPFBrasilInstituto de Ciências Exatas e Geociências – ICEGFísica (Ensino médio) - Estudo e ensinoGravações de vídeo - EducaçãoMetacogniçãoMaterial didáticoAprendizagemCIENCIAS EXATAS E DA TERRA::MATEMATICASei o que sei e o que não sei? o potencial metacognitivo associado à utilização de vídeos curtos em aulas de físicainfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesis-16078790601636467315005006006106726493421058626-7090823417984401694info:eu-repo/semantics/openAccessreponame:Biblioteca de teses e dissertações da Universidade de Passo Fundo (BDTD UPF)instname:Universidade de Passo Fundo (UPF)instacron:UPFORIGINAL2022CintiaDilceiaSoares.pdf2022CintiaDilceiaSoares.pdfapplication/pdf10159458http://tede.upf.br:8080/jspui/bitstream/tede/2340/2/2022CintiaDilceiaSoares.pdfbd5df87bb386a880188379144e64a97eMD52LICENSElicense.txtlicense.txttext/plain; charset=utf-82053http://tede.upf.br:8080/jspui/bitstream/tede/2340/1/license.txt1ea0bfd7af108792edd8df732bb777fcMD51tede/23402023-03-28 10:18:38.588oai:tede.upf.br: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Biblioteca Digital de Teses e DissertaçõesPUBhttp://tede.upf.br/oai/requestbiblio@upf.br || bio@upf.br || cas@upf.br || car@upf.br || lve@upf.br || sar@upf.br || sol@upf.br || upfmundi@upf.br || jucelei@upf.bropendoar:2023-03-28T13:18:38Biblioteca de teses e dissertações da Universidade de Passo Fundo (BDTD UPF) - Universidade de Passo Fundo (UPF)false |
dc.title.por.fl_str_mv |
Sei o que sei e o que não sei? o potencial metacognitivo associado à utilização de vídeos curtos em aulas de física |
title |
Sei o que sei e o que não sei? o potencial metacognitivo associado à utilização de vídeos curtos em aulas de física |
spellingShingle |
Sei o que sei e o que não sei? o potencial metacognitivo associado à utilização de vídeos curtos em aulas de física Soares, Cíntia Dilcéia Física (Ensino médio) - Estudo e ensino Gravações de vídeo - Educação Metacognição Material didático Aprendizagem CIENCIAS EXATAS E DA TERRA::MATEMATICA |
title_short |
Sei o que sei e o que não sei? o potencial metacognitivo associado à utilização de vídeos curtos em aulas de física |
title_full |
Sei o que sei e o que não sei? o potencial metacognitivo associado à utilização de vídeos curtos em aulas de física |
title_fullStr |
Sei o que sei e o que não sei? o potencial metacognitivo associado à utilização de vídeos curtos em aulas de física |
title_full_unstemmed |
Sei o que sei e o que não sei? o potencial metacognitivo associado à utilização de vídeos curtos em aulas de física |
title_sort |
Sei o que sei e o que não sei? o potencial metacognitivo associado à utilização de vídeos curtos em aulas de física |
author |
Soares, Cíntia Dilcéia |
author_facet |
Soares, Cíntia Dilcéia |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Rosa, Cleci Teresinha Werner da |
dc.contributor.advisor1ID.fl_str_mv |
CPF 59886374004 |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/2811799682690860 |
dc.contributor.authorID.fl_str_mv |
CPF 01496945042 |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/0893529183403672 |
dc.contributor.author.fl_str_mv |
Soares, Cíntia Dilcéia |
contributor_str_mv |
Rosa, Cleci Teresinha Werner da |
dc.subject.por.fl_str_mv |
Física (Ensino médio) - Estudo e ensino Gravações de vídeo - Educação Metacognição Material didático Aprendizagem |
topic |
Física (Ensino médio) - Estudo e ensino Gravações de vídeo - Educação Metacognição Material didático Aprendizagem CIENCIAS EXATAS E DA TERRA::MATEMATICA |
dc.subject.cnpq.fl_str_mv |
CIENCIAS EXATAS E DA TERRA::MATEMATICA |
description |
The study takes with problematic the need to promote a teaching of Physics aimed at improving the learning processes. This need assumes as a bias of discussion the potentiality of metacognitive thinking, from the awareness of students about their thoughts and the control of their executive actions. The study infers that the production of short videos by students, in the face of contextualized situations that involve knowledge of physics, can prove to be a driver of this cognitive mobilization, making them aware of their own knowledge or, alternatively, of the lack of them, characterized by gaps, inconsistencies and misunderstandings of knowledge. In addition, it considers that the production of videos in physics teaching represents a means of bringing students closer to digital culture, an aspect that is enduring the Common National Curriculum Base (BNCC). These aspects lead to the central question of the study: what is the potential of the didactic use of short videos in terms of the activation of monitoring mechanisms and control of their own understanding by high school students? The objective is to analyze the pertinence of the use of short videos as a strategic didactic resource capable of promoting engagement and being favoring the awareness of students about their own knowledge. To this end, theoretical support is sought in discussions involving the use of digital technologies in teaching and studies associated with metacognition in the field of scientific education. As for the didactic structure, the sequence of activities adopts the methodological proposal called “Three Pedagogical Moments - 3MP”, developed by Delizoicov and Angotti (1990). Based on these references, a didactic sequence is elaborated to involve the topic “Heat Transfer”, organized in nine meetings, which was applied in a second year high school class, in the city of Passo Fundo, in the interior of Rio Grande do Sul. The class included 25 enrolled students and had the participation of 14 to 15 during the nine meetings and, in the final stage, had the participation of nine of them. The research assumes the qualitative and participant approach, involving the production of data from four instruments: teacher/researcher records; observation of the video recordings of the meetings; videos produced by the students themselves; and, questionnaire. The results of the study were discussed from two categories: Students' predisposition to learn and Monitoring and control of understanding associated with the production of short videos. These categories showed that the use of short videos is a didactic strategy that allows students to rescue previous knowledge, experiences and experiences; has motivational aspect for learning; and, with regard to the production of videos by the students themselves, the study revealed evidence of activating metacognitive thinking. As an educational product, and accompanying the dissertation, the study structured a guide for basic education teachers who wish to use the resource of short video production by students in their teaching practices. The educational product is available on the program website, on the PPGECM educational products portal and on the EduCapes portal <http://educapes.capes.gov.br/handle/capes/701856>. |
publishDate |
2022 |
dc.date.accessioned.fl_str_mv |
2022-11-29T19:00:46Z |
dc.date.issued.fl_str_mv |
2022-04-26 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/masterThesis |
format |
masterThesis |
status_str |
publishedVersion |
dc.identifier.citation.fl_str_mv |
SOARES, Cíntia Dilcéia. Sei o que sei e o que não sei? o potencial metacognitivo associado à utilização de vídeos curtos em aulas de física. 2022. 84 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade de Passo Fundo, Passo Fundo, RS, 2022. |
dc.identifier.uri.fl_str_mv |
http://tede.upf.br:8080/jspui/handle/tede/2340 |
identifier_str_mv |
SOARES, Cíntia Dilcéia. Sei o que sei e o que não sei? o potencial metacognitivo associado à utilização de vídeos curtos em aulas de física. 2022. 84 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade de Passo Fundo, Passo Fundo, RS, 2022. |
url |
http://tede.upf.br:8080/jspui/handle/tede/2340 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.program.fl_str_mv |
-1607879060163646731 |
dc.relation.confidence.fl_str_mv |
500 500 600 |
dc.relation.department.fl_str_mv |
6106726493421058626 |
dc.relation.cnpq.fl_str_mv |
-7090823417984401694 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de Passo Fundo |
dc.publisher.program.fl_str_mv |
Programa de Pós-Graduação em Ensino de Ciências e Matemática |
dc.publisher.initials.fl_str_mv |
UPF |
dc.publisher.country.fl_str_mv |
Brasil |
dc.publisher.department.fl_str_mv |
Instituto de Ciências Exatas e Geociências – ICEG |
publisher.none.fl_str_mv |
Universidade de Passo Fundo |
dc.source.none.fl_str_mv |
reponame:Biblioteca de teses e dissertações da Universidade de Passo Fundo (BDTD UPF) instname:Universidade de Passo Fundo (UPF) instacron:UPF |
instname_str |
Universidade de Passo Fundo (UPF) |
instacron_str |
UPF |
institution |
UPF |
reponame_str |
Biblioteca de teses e dissertações da Universidade de Passo Fundo (BDTD UPF) |
collection |
Biblioteca de teses e dissertações da Universidade de Passo Fundo (BDTD UPF) |
bitstream.url.fl_str_mv |
http://tede.upf.br:8080/jspui/bitstream/tede/2340/2/2022CintiaDilceiaSoares.pdf http://tede.upf.br:8080/jspui/bitstream/tede/2340/1/license.txt |
bitstream.checksum.fl_str_mv |
bd5df87bb386a880188379144e64a97e 1ea0bfd7af108792edd8df732bb777fc |
bitstream.checksumAlgorithm.fl_str_mv |
MD5 MD5 |
repository.name.fl_str_mv |
Biblioteca de teses e dissertações da Universidade de Passo Fundo (BDTD UPF) - Universidade de Passo Fundo (UPF) |
repository.mail.fl_str_mv |
biblio@upf.br || bio@upf.br || cas@upf.br || car@upf.br || lve@upf.br || sar@upf.br || sol@upf.br || upfmundi@upf.br || jucelei@upf.br |
_version_ |
1809092300984287232 |