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Doctoral Thesis
DOI
10.11606/T.47.2016.tde-19092016-102157
Document
Author
Full name
Lilian Cassia Bacich Martins
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2016
Supervisor
Committee
Leme, Maria Isabel da Silva (President)
Castanho, Marisa Irene Siqueira
Cornacchione Junior, Edgard Bruno
Costas, José Manuel Moran
Paula, Fraulein Vidigal de
Title in Portuguese
Implicações da organização da atividade didática com uso de tecnologias digitais na formação de conceitos em uma proposta de Ensino Híbrido
Keywords in Portuguese
Ensino híbrido
Formação de conceitos
Psicologia histórico-cultural
Tecnologias da informação e da comunicação
TIC
Abstract in Portuguese
O objetivo deste estudo é investigar se a organização da atividade didática no modelo de Ensino Híbrido, analisada sob a ótica dos pressupostos teóricos de psicologia histórico-cultural, proporciona condições adequadas para a formação de conceitos. Foram sujeitos, três professores e 79 alunos do Ensino Fundamental (escola privada e pública). Plano de aula, filmagem, questionário e entrevista foram instrumentos de coleta de dados, analisados qualitativamente e por Núcleos de Significação. Os resultados apontaram colaboração entre pares e utilização das TIC como recursos eficientes para aprender, na percepção dos estudantes. Os professores, apesar dos desafios de inserção das TIC, consideram que o uso integrado, somado à personalização do ensino, promove mediações mais eficientes em relação às demandas específicas dos estudantes. Conclui-se que o Ensino Híbrido oferece oportunidade de desenvolvimento das funções psicológicas superiores, porém exige planejamento minucioso objetivando a sistematização dos conceitos, além da reflexão sobre papéis desempenhados em classe
Title in English
Organizational implications of didactic activity with the use of digital technologies in the concept formation acording to Blended Learning approach
Keywords in English
Blended learning
Concept formation
Cultural-historical psychology
Information and Communication Technologies
Use of ICT
Abstract in English
The present study aims to investigate if the organization of didactic activity in the blended learning approach, analyzed under the perspective of theoretical framework of cultural-historical psychology, provides suitable conditions for formation of concepts. Participants were 3 teachers and 79 elementary school students (Private and Public Schools). Teaching plan, filming, questionnaire and interview were instruments for data collection, and were analyzed qualitatively by meaning core. Results showed collaboration among peers and uses of ICT as efficient resources for learning according to students' perception. Teachers, despite the ICT integration challenges, consider that the integrated use of ICT, in addition to the personalization of learning, promotes more efficient mediation related to the specific demands of the students. We concluded that the blended learning approach offers opportunity to develop higher mental functions, requiring, however, careful planning aimed at systematization of concepts, besides reflecting about roles played in class
 
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martins_do.pdf (4.35 Mbytes)
Publishing Date
2016-09-19
 
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