Banca de DEFESA: MADAYA DOS SANTOS FIGUEIREDO DE AGUIAR
Uma banca de DEFESA de DOUTORADO foi cadastrada pelo programa.DISCENTE : MADAYA DOS SANTOS FIGUEIREDO DE AGUIAR
DATA : 14/12/2018
HORA: 09:00
LOCAL: Instituto de Física
TÍTULO:
Learning phisics content using a didatic game
PALAVRAS-CHAVES:
Learning, Didactic Game, Physics Teaching, Mixed Methods Research
PÁGINAS: 274
GRANDE ÁREA: Ciências Humanas
ÁREA: Educação
SUBÁREA: Ensino-Aprendizagem
ESPECIALIDADE: Tecnologia Educacional
RESUMO:
This thesis presents an investigation about physics concept learning of high school students from the use of a directed study and a didactic game. According to the theoretical framework adopted, learning is conceived as a process that undertends the evolution of a latent trait. This process may suffer interference from endogenous and exogenous factors to the individual, such as maturity, repertoire, the interactions of the subject with the other participants of an educational intervention (social support) and with the content. This last one occured through interaction with two didactic materials of different natures: A directed study (DS) and the didactic game (DG). To assess the extent to which JD assists the learning of formal concepts, students from public schools in the federal and state Education Network were distributed in two groups and submitted to an educational intervention. To each these groups, the intervention differs only the order of application of the pedagogical tools. The research is based on the mixed methodology and encompasses three distinct phases: (i) Construction and validation of the instruments that constitute the research, (ii) application of the instruments validated in an educational intervention and (iii) data analysis. About 420 individuals were involved with the research: (a) 17 teachers of basic education and researchers in the field of science education and 288 students participating in the validation process; and (b) 115 students who completed the intervention. Although the data collected during the workshop comprised audio recordings, logbook records and responses to the written activities present in the directed study, knowledge tests and an opinion questionnaire, the analysis objects of this Work involve only the answers to the knowledge tests and the opinion questionnaire. Based on the data, the results The results indicate: (1) existence of learning; (2) inexistence of effect of the game for the construction of formal knowledge; (3) association between the feeling of cooperation and learning, as well as intrinsic characteristics of the classes that participated in the intervention. This last result indicates that an analysis methodology that considers multiplicative effects can be a more appropriate tool to scale complex phenomena such as learning, which empirically present nonlinear relationships. A possible option to clarify those interactions, obtaining models more appropriate and robust and to evaluate the effectiveness of playful tool, it involve to increase the sample size. The general results obtained allow us: (a) to hypothetize that the didactic game provides the learning of scientific content as much as the study directed; and (b) to defend the need to promote learning environments in which there is greater cooperation among the subjects, whereas we found evidence of greater gain in the students' performance. Therefore, from the pedagogical point of view,this tool configures itself as a potential resource to be used in the school context.
MEMBROS DA BANCA:
Presidente - 1318903 - AMANDA AMANTES NEIVA
Interno - 567.815.045-68 - CLAUDIA DE ALENCAR SERRA E SEPULVEDA - UEFS
Interno - 2998326 - LYNN ROSALINA GAMA ALVES
Externo ao Programa - 1583256 - ECIVALDO DE SOUZA MATOS
Externo à Instituição - ORLANDO GOMES DE AGUIAR JÚNIOR