Método multimeios de ensino de física: o ensino híbrido no primeiro ano do ensino médio
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Data
2016-08-12
Autores
Molina, Newton Flávio Corrêa [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
O objetivo desta dissertação é relatar o desenvolvimento de um método de ensino de Cinemática para o Ensino Médio. Tal método foi baseado no uso de vários meios como: aulas expositivas, simuladores, robótica educacional, experimentos, leituras e jogos visando, além de desenvolver habilidades e competências destacadas no Exame Nacional do Ensino Médio (ENEM), contemplar os diversos Estilos de Aprendizagem. Semanalmente os alunos do primeiro ano do Ensino Médio participavam de um ciclo de atividades, gerenciadas por um Ambiente Virtual de Aprendizagem (AVA), após uma aula expositiva de 100 minutos. As aulas expositivas aconteceram, necessariamente, dentro do ambiente escolar, porém, as atividades foram realizadas presencialmente e/ou a distância. As atividades que foram realizadas no ambiente escolar contaram com o apoio de uma sala denominada sala Multimeios, com recursos tecnológicos e didáticos, para que os alunos pudessem desenvolver suas atividades individualmente ou em grupos. No AVA os alunos tiveram acesso ás propostas das atividades, exercícios, notas, vídeo-aulas e outros recursos comuns à Educação a Distância (EaD) tais como Fórum, Glossário, Livro Digital, Tarefa e outros. A avaliação do método indicou seu potencial e a necessidade de se desenvolver materiais para outros tópicos da física. Tal avaliação foi feita por meio de pré-testes, pós-testes e um questionário que coletaram informações sobre a reação e a aprendizagem dos alunos. Gerou-se então, um curso de Cinemática para o Ensino Médio com alguns diferenciais: aprendizagem ativa, personalização do ensino e maior aproveitamento do conteúdo apresentado. Este curso foi disponibilizado na internet através do AVA e um link para baixar os arquivos do Google Docs.
The aim of this work is to report the development of a Kinematics teaching method for high school. This method was based on the use of diverse approaches such as lectures, simulations, educational robotics, experiments, readings and games, in order to help students to develop skills and competencies required in the National Secondary Education Examination (ENEM), and to address the different learning styles. Every week, after a lecture of 100 minutes, the first-year students undertook activities proposed in the Virtual Learning Environment (VLE). The lectures took place necessarily in the school environment, while the activities were conducted in person and / or online. The activities that were carried out in the school environment had the support of a Multimedia room with technological and educational resources so that students could perform their activities individually or in groups. Using VLE, students had access to the proposals of activities, exercises, their grades, video lessons and other resources commonly available for Distance Education such as Forum, Glossary, Digital Book, Assignments. The evaluation of the method indicated is potential and the need to develop materials for other Physics topics. This assessment was carried out through pre-tests, post-tests and a questionnaire that collected information about student learning and reactions. Then, it was developed, a high school Kinematics Course with some new features: active learning, personalized education and technology enhanced learning. This course was made available on the institutional VLE and a link to Google Docs files.
The aim of this work is to report the development of a Kinematics teaching method for high school. This method was based on the use of diverse approaches such as lectures, simulations, educational robotics, experiments, readings and games, in order to help students to develop skills and competencies required in the National Secondary Education Examination (ENEM), and to address the different learning styles. Every week, after a lecture of 100 minutes, the first-year students undertook activities proposed in the Virtual Learning Environment (VLE). The lectures took place necessarily in the school environment, while the activities were conducted in person and / or online. The activities that were carried out in the school environment had the support of a Multimedia room with technological and educational resources so that students could perform their activities individually or in groups. Using VLE, students had access to the proposals of activities, exercises, their grades, video lessons and other resources commonly available for Distance Education such as Forum, Glossary, Digital Book, Assignments. The evaluation of the method indicated is potential and the need to develop materials for other Physics topics. This assessment was carried out through pre-tests, post-tests and a questionnaire that collected information about student learning and reactions. Then, it was developed, a high school Kinematics Course with some new features: active learning, personalized education and technology enhanced learning. This course was made available on the institutional VLE and a link to Google Docs files.
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Palavras-chave
Ensino de física, Ensino híbrido, Educação ativa, Physics teaching, Hybrid learning, Active education