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Master's Dissertation
DOI
https://doi.org/10.11606/D.14.2020.tde-13052020-212403
Document
Author
Full name
Emerson José Dias de Araujo
E-mail
Institute/School/College
Knowledge Area
Date of Defense
Published
São Paulo, 2020
Supervisor
Committee
Cypriano, Elysandra Figueredo (President)
Gurgel, Ivã
Mattar Neto, João Augusto
Title in Portuguese
Ensino híbrido: uma proposta para a abordagem das Leis de Kepler no Ensino Médio
Keywords in Portuguese
Ensino de Astronomia
Ensino Híbrido
Gravitação Universal.
Leis de Kepler
Abstract in Portuguese
Neste trabalho apresentamos o produto educacional para o ensino das Leis de Kepler e da Gravitação Universal, na modalidade de ensino híbrido. As aulas são compostas por momentos presenciais, no ambiente escolar e momentos online, nos laboratórios da escola e na forma de tarefa de casa. Para isso desenvolvemos um Ambiente Virtual de Aprendizagem utilizando o EDMODO. As aulas foram planejadas de forma a explorar o uso de diversos recursos tecnológicos e didáticos com o objetivo de atender às características dos jovens estudantes do Ensino Médio, que nasceram e convivem imersos na tecnologia. O formato do produto educacional busca atender aos Três Momentos Pedagógicos (3MPs), inspirados em Paulo Freire, constituídos pela Problematização, Organização e Aplicação do Conhecimento. A problematização ocorre através da contextualização histórica com o uso de uma história em quadrinhos. A Organização do Conhecimento sobre as Leis de Kepler e a Gravitação Universal é realizada por meio de simuladores e a Aplicação do Conhecimento ocorre através do desenvolvimento de uma atividade que explora a coleta e análise de dados, nos moldes da metodologia científica utilizada na Astronomia moderna. O produto educacional foi aplicado em uma turma do 1º ano do Ensino Médio de uma escola técnica estadual. Os resultados revelaram que a conciliação do ensino híbrido com a metodologia dialógica dos 3MPs foram importantes para alcançar aulas que favoreceram a autonomia dos alunos, a mediação do professor, bem como a interação e a colaboração entre os alunos durante as aulas presenciais e online. O grupo de alunos teve baixa participação nas aulas online, mas demonstrou engajamento no uso da tecnologia e na participação em atividades diversificadas. O ensino híbrido mostrou-se interessante para o acompanhamento dos alunos e identificação de defasagens durante o aprendizado.
Title in English
Blended Learning: a proposal to approach Kepler´s Laws in high school
Keywords in English
Astronomy Education
Blended Learning
Kepler´s Law
Newton\'s Law of Universal Gravitation
Abstract in English
This work shows an educational strategy in order to explore the Kepler's Laws and Gravitation, in a blended learning mode. The main idea is to combine meetings at school environment and also online learning, as a school lab activities and as a homework. For this purpose, we developed a Learning Management System (LMS) by using EDMODO. The study strategy were designed to explore several technological and didactic resources in order to support the young students profile, who were born and live immersed in technology. The developed educational strategy was inspired on Paulo Freire's who, as well, has inspired the Three Pedagogical Moments (3MPs): the problematization, knowledge organization and knowledge application. The problematization was approached with a historical background with the comic book support. The knowledge organization about Kepler's Laws and Gravitation was developed by using simulators and, in order to support the knowledge application, we perform acquisition and data analysis, in order to mimetize the commouns astronomer's scientific methods. The learning strategy has been applied with first-degree students in a technical and public high school. The main results shows that the blended learning strategy combined with the 3MP dialogical approach was really important to promote the student autonomy, the teacher mediation, as well as to engage interaction and collaboration between students during face-to-face and online classes. The students show small participation in online activities but, on the other hand they had been involved in the use of technology and in the several resources explored in the blended activities. The teacher work was benefited by the blended learning strategy as it easily provides the student's perform tracking and also to provide students support.
 
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Publishing Date
2020-05-27
 
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