Problem-solving as a methodological teaching strategy based on the theory of meaningful learning: a quantitative analysis

Detalhes bibliográficos
Autor(a) principal: Assunção, Jeneffer Araújo de
Data de Publicação: 2020
Outros Autores: Moreira, Marco Antonio, Sahelices, Concesa Caballero
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Brasileira de Ensino de Ciência e Tecnologia
Texto Completo: https://periodicos.utfpr.edu.br/rbect/article/view/10527
Resumo: Nowadays, in the scientific field, there is an essential discussion aiming at analyzing the effectiveness of the problem-solving strategy as a teaching methodology based on the meaningful learning theory of Ausubel. The investigation subjects were 84 students enrolled in the 1st year of a military high school from PMRR, distributed among four different classes that comprised an experimental and a control group. During such lessons, content functions and related functions were developed. The results were analyzed based on the descriptive statistics and ANCOVA to evaluate the effectiveness of the problem -solving methodology based on the theory of meaningful learning versus the use of a traditional methodology. It could be noticed that the learning of the contents in the experimental group after the intervention seemed to present a better performance in the tests than the control group.
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spelling Problem-solving as a methodological teaching strategy based on the theory of meaningful learning: a quantitative analysisA resolução de problemas como estratégia metodológica de ensino, fundamentada na teoria da aprendizagem significativa: uma análise quantitativaMatemáticaAprendizagem Significativa; Resolução de Problemas; Conceito de FunçãoMeaningful Learning; Problem-solving; Concept of FunctionNowadays, in the scientific field, there is an essential discussion aiming at analyzing the effectiveness of the problem-solving strategy as a teaching methodology based on the meaningful learning theory of Ausubel. The investigation subjects were 84 students enrolled in the 1st year of a military high school from PMRR, distributed among four different classes that comprised an experimental and a control group. During such lessons, content functions and related functions were developed. The results were analyzed based on the descriptive statistics and ANCOVA to evaluate the effectiveness of the problem -solving methodology based on the theory of meaningful learning versus the use of a traditional methodology. It could be noticed that the learning of the contents in the experimental group after the intervention seemed to present a better performance in the tests than the control group.No campo científico, atualmente existe a discussão importante sobre o ensino de funções através da metodologia da resolução de problemas. Este estudo tem como objetivo analisar a eficiência da estratégia de resolução de problemas como metodologia de ensino, fundamentada na teoria da aprendizagem significativa de Ausubel. Os sujeitos da pesquisa foram 84 estudantes da 1º série do Ensino Médio de um Colégio Militar da PMRR, distribuídos em quatro turmas, que constituíram o grupo experimental e grupo controle, nas quais se desenvolveram os conteúdos de função e função afim. Os resultados foram analisados com base na estatística descritiva e ANCOVA com o intuito de avaliar a efetividade da metodologia de resolução de problemas fundamentada na teoria de aprendizagem significativa vis-à-vis a metodologia tradicional. Constatou-se que a aprendizagem dos conteúdos do grupo experimental, após a intervenção, pareceu apresentar desempenho superior nos testes do que o grupo controle.Universidade Tecnológica Federal do Paraná (UTFPR)Assunção, Jeneffer Araújo deMoreira, Marco AntonioSahelices, Concesa Caballero2020-12-19info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.utfpr.edu.br/rbect/article/view/1052710.3895/rbect.v13n3.10527Revista Brasileira de Ensino de Ciência e Tecnologia; v. 13, n. 3 (2020)1982-873X10.3895/rbect.v13n3reponame:Revista Brasileira de Ensino de Ciência e Tecnologiainstname:Universidade Tecnológica Federal do Paraná (UTFPR)instacron:UTFPRporhttps://periodicos.utfpr.edu.br/rbect/article/view/10527/pdfDireitos autorais 2020 CC-BYhttp://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccess2022-09-29T18:41:04Zoai:periodicos.utfpr:article/10527Revistahttps://periodicos.utfpr.edu.br/rbectPUBhttps://periodicos.utfpr.edu.br/rbect/oai||rbect-pg@utfpr.edu.br1982-873X1982-873Xopendoar:2022-09-29T18:41:04Revista Brasileira de Ensino de Ciência e Tecnologia - Universidade Tecnológica Federal do Paraná (UTFPR)false
dc.title.none.fl_str_mv Problem-solving as a methodological teaching strategy based on the theory of meaningful learning: a quantitative analysis
A resolução de problemas como estratégia metodológica de ensino, fundamentada na teoria da aprendizagem significativa: uma análise quantitativa
title Problem-solving as a methodological teaching strategy based on the theory of meaningful learning: a quantitative analysis
spellingShingle Problem-solving as a methodological teaching strategy based on the theory of meaningful learning: a quantitative analysis
Assunção, Jeneffer Araújo de
Matemática
Aprendizagem Significativa; Resolução de Problemas; Conceito de Função
Meaningful Learning; Problem-solving; Concept of Function
title_short Problem-solving as a methodological teaching strategy based on the theory of meaningful learning: a quantitative analysis
title_full Problem-solving as a methodological teaching strategy based on the theory of meaningful learning: a quantitative analysis
title_fullStr Problem-solving as a methodological teaching strategy based on the theory of meaningful learning: a quantitative analysis
title_full_unstemmed Problem-solving as a methodological teaching strategy based on the theory of meaningful learning: a quantitative analysis
title_sort Problem-solving as a methodological teaching strategy based on the theory of meaningful learning: a quantitative analysis
author Assunção, Jeneffer Araújo de
author_facet Assunção, Jeneffer Araújo de
Moreira, Marco Antonio
Sahelices, Concesa Caballero
author_role author
author2 Moreira, Marco Antonio
Sahelices, Concesa Caballero
author2_role author
author
dc.contributor.none.fl_str_mv

dc.contributor.author.fl_str_mv Assunção, Jeneffer Araújo de
Moreira, Marco Antonio
Sahelices, Concesa Caballero
dc.subject.por.fl_str_mv Matemática
Aprendizagem Significativa; Resolução de Problemas; Conceito de Função
Meaningful Learning; Problem-solving; Concept of Function
topic Matemática
Aprendizagem Significativa; Resolução de Problemas; Conceito de Função
Meaningful Learning; Problem-solving; Concept of Function
description Nowadays, in the scientific field, there is an essential discussion aiming at analyzing the effectiveness of the problem-solving strategy as a teaching methodology based on the meaningful learning theory of Ausubel. The investigation subjects were 84 students enrolled in the 1st year of a military high school from PMRR, distributed among four different classes that comprised an experimental and a control group. During such lessons, content functions and related functions were developed. The results were analyzed based on the descriptive statistics and ANCOVA to evaluate the effectiveness of the problem -solving methodology based on the theory of meaningful learning versus the use of a traditional methodology. It could be noticed that the learning of the contents in the experimental group after the intervention seemed to present a better performance in the tests than the control group.
publishDate 2020
dc.date.none.fl_str_mv 2020-12-19
dc.type.none.fl_str_mv

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://periodicos.utfpr.edu.br/rbect/article/view/10527
10.3895/rbect.v13n3.10527
url https://periodicos.utfpr.edu.br/rbect/article/view/10527
identifier_str_mv 10.3895/rbect.v13n3.10527
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.utfpr.edu.br/rbect/article/view/10527/pdf
dc.rights.driver.fl_str_mv Direitos autorais 2020 CC-BY
http://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2020 CC-BY
http://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 Universidade Tecnológica Federal do Paraná (UTFPR)
publisher.none.fl_str_mv Universidade Tecnológica Federal do Paraná (UTFPR)
dc.source.none.fl_str_mv Revista Brasileira de Ensino de Ciência e Tecnologia; v. 13, n. 3 (2020)
1982-873X
10.3895/rbect.v13n3
reponame:Revista Brasileira de Ensino de Ciência e Tecnologia
instname:Universidade Tecnológica Federal do Paraná (UTFPR)
instacron:UTFPR
instname_str Universidade Tecnológica Federal do Paraná (UTFPR)
instacron_str UTFPR
institution UTFPR
reponame_str Revista Brasileira de Ensino de Ciência e Tecnologia
collection Revista Brasileira de Ensino de Ciência e Tecnologia
repository.name.fl_str_mv Revista Brasileira de Ensino de Ciência e Tecnologia - Universidade Tecnológica Federal do Paraná (UTFPR)
repository.mail.fl_str_mv ||rbect-pg@utfpr.edu.br
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