Tecnologia digital e a aprendizagem significativa no contexto escolar: elaboração de objeto de aprendizagem para o ensino de ciências
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Data
2022-02-16
Autores
Carnevalle, Heloise Morsoletto
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Universidade Estadual Paulista (Unesp)
Resumo
A utilização de objetos de aprendizagem é importante no processo de ensino e aprendizagem, pois por meio desses recursos tecnológicos o estudante poderá vivenciar e experenciar situações bem próximas da realidade, proporcionando a reflexão e aprendizagem. Esta pesquisa teve como objetivo elaborar e aplicar um objeto de aprendizagem para o ensino do ciclo da água e seus estados físicos, com base na percepção dos estudantes do sexto ano do ensino fundamental sobre outros objetos de aprendizagem do mesmo conteúdo aplicados em sala de aula. A pesquisa foi desenvolvida em três etapas, as duas primeiras foram desenvolvidas com vinte e um estudantes de uma sala do 6º ano do ensino fundamental, em uma escola localizada no distrito da cidade de Jau. Na primeira etapa foi aplicado um questionário para levantamento dos conhecimentos prévios dos estudantes sobre o ciclo da água. Em seguida, foram realizadas aulas na sala de informática da escola, na qual os estudantes tiveram acesso a cinco objetos de aprendizagem já prontos e disponíveis em plataformas digitais. Após a utilização dos objetos, os estudantes foram submetidos a outro questionário, no qual foram coletadas informações referentes as suas dificuldades, a elementos de importância e usabilidade dos objetos segundo a percepção deles. Por fim, foi aplicado o questionário final, a fim de verificar a aprendizagem significativa por meio dos objetos de aprendizagem. Todas as respostas foram tabuladas e a partir de gráficos, realizada a análise dos questionários aplicados. Partindo dessas análises, foi desenvolvida a terceira etapa da pesquisa, em que foi construído um novo objeto de aprendizagem, foi criado e fundamentado na percepção dos estudantes, nas principais dificuldades e sugestões, com o objetivo de auxiliar no entendimento sobre o tema. O objeto de aprendizagem, foi aplicado com uma nova turma de estudantes, de outra escola no município de Jau, pois devido a pandemia do Covid-19 a professora/pesquisadora ficou impossibilitada de coletar os dados com a mesma turma. A aplicação do objeto foi realizada com a participação de vinte e dois estudantes de 6º ano, a fim de verificar a aprendizagem sobre o tema ciclo da água através do objeto criado nessa pesquisa. Conclui-se, a partir dos resultados dessa pesquisa, nas duas primeiras etapas, que a utilização dos objetos de aprendizagem sobre o ciclo da água proporcionou uma aprendizagem significativa aos estudantes sobre o tema, na terceira etapa, conclui-se que os estudantes precisariam de mais tempo em contato com o objeto de aprendizagem, pois foi aplicado em um curto período de tempo, porém, o resultado foi satisfatório e constata-se que os objetos de aprendizagem são de grande utilidade e sua utilização pode ser adotada pelos professores no ambiente escolar, trazendo uma aprendizagem significativa aos estudantes e contribuindo diretamente para um processo de ensino e aprendizagem eficiente.
The use of learning objects is important in the teaching and learning process, because through these technological resources the student will be able to experience and experience situations very close to reality, providing reflection and learning. This research aimed to develop and apply a learning object for teaching the water cycle and its physical states, based on the perception of students in the sixth year of elementary school about other learning objects of the same content applied in the classroom. The research was developed in three stages, the first two were developed with twenty-one students from a 6th grade elementary school classroom, in a school located in the district of the city of Jau. In the first stage, a questionnaire was applied to survey the students' previous knowledge about the water cycle. Then, classes were held in the school's computer room, in which students had access to five ready-made learning objects available on digital platforms. After using the objects, the students were submitted to another questionnaire, in which information was collected regarding their difficulties, elements of importance and usability of the objects according to their perception. Finally, the final questionnaire was applied in order to verify the significant learning through the learning objects. All the answers were tabulated and from graphs, the analysis of the applied questionnaires was performed. Based on these analyses, the third stage of the research was developed, in which a new learning object was created and based on the students' perception, on the main difficulties and suggestions, with the objective of assisting in the understanding of the subject. The learning object was applied with a new class of students, from another school in the municipality of Jau, because due to the Covid-19 pandemic, the teacher/researcher was unable to collect data with the same class. The application of the object was carried out with the participation of twenty-two 6th year students, in order to verify the learning on the water cycle theme through the object created in this research. It is concluded, from the results of this research, in the first two stages, that the use of learning objects on the water cycle provided a significant learning to students on the subject, in the third stage, it is concluded that students would need to more time in contact with the learning object, as it was applied in a short period of time, however, the result was satisfactory and it appears that the learning objects are very useful and their use can be adopted by teachers in the school environment , bringing meaningful learning to students and directly contributing to an efficient teaching and learning process
The use of learning objects is important in the teaching and learning process, because through these technological resources the student will be able to experience and experience situations very close to reality, providing reflection and learning. This research aimed to develop and apply a learning object for teaching the water cycle and its physical states, based on the perception of students in the sixth year of elementary school about other learning objects of the same content applied in the classroom. The research was developed in three stages, the first two were developed with twenty-one students from a 6th grade elementary school classroom, in a school located in the district of the city of Jau. In the first stage, a questionnaire was applied to survey the students' previous knowledge about the water cycle. Then, classes were held in the school's computer room, in which students had access to five ready-made learning objects available on digital platforms. After using the objects, the students were submitted to another questionnaire, in which information was collected regarding their difficulties, elements of importance and usability of the objects according to their perception. Finally, the final questionnaire was applied in order to verify the significant learning through the learning objects. All the answers were tabulated and from graphs, the analysis of the applied questionnaires was performed. Based on these analyses, the third stage of the research was developed, in which a new learning object was created and based on the students' perception, on the main difficulties and suggestions, with the objective of assisting in the understanding of the subject. The learning object was applied with a new class of students, from another school in the municipality of Jau, because due to the Covid-19 pandemic, the teacher/researcher was unable to collect data with the same class. The application of the object was carried out with the participation of twenty-two 6th year students, in order to verify the learning on the water cycle theme through the object created in this research. It is concluded, from the results of this research, in the first two stages, that the use of learning objects on the water cycle provided a significant learning to students on the subject, in the third stage, it is concluded that students would need to more time in contact with the learning object, as it was applied in a short period of time, however, the result was satisfactory and it appears that the learning objects are very useful and their use can be adopted by teachers in the school environment , bringing meaningful learning to students and directly contributing to an efficient teaching and learning process
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Ciências - estudo e ensino, Tecnologias de informação e comunicação, Tecnologias Digitais, Objetos de aprendizagem, Ciclo hidrológico, Água, Science teaching, Digital technologies, Learning objects, Water cycle