Mapas conceituais e avaliação de aprendizagem : construção do conhecimento no ensino de redes de computadores
में बचाया:
| मुख्य लेखक: | |
|---|---|
| प्रकाशन तिथि: | 2011 |
| स्वरूप: | Master thesis |
| भाषा: | por |
| स्रोत: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/2052 |
सारांश: | The understanding of the concepts on Computers Networks is fundamental to students who wish to understand information technologies. The didactic transposition of this knowledge is a complex task that demands commitment from students and teachers in the pedagogical process. The development of the abstraction capacity and of the logic reasoning is demanded from the student. From the teacher, it is demanded the development of strategies that can help in the learning process of the students as well as the development of evaluation strategies. In this context, this research investigates the contributions of the use of conceptual maps as a teaching and learning strategy in the subject of Computer Networks, with the theoretical foundation of Vygostky, Ausubel, Novak, Johnson-Laird, and Levy. The academics of that subject of the Internet Systems graduation course from IFSUL, Passo Fundo, participated of this study. The research had a qualitative approach and its body was made up of concept maps prepared by students, questionnaires and records the observations of the activities in the classroom. Based in the results of the research, the potentiality of this technology which acts as an important evaluation instrument, self-regulation, and knowledge sharing was observed. Under the focus of Meaningful Learning as well as the Historical and Cultural Theory or of the Mental Modules, it revealed traces of the processes performed by the students in the individual and collective building of knowledge, proving itself useful as an evaluation strategy. Through the point of view of the student, it is an important resource for the organization and sharing of the elaborated knowledge, enhancing the processes of collective construction. Moreover, it progressively enables the student, i.e., makes them more autonomous, protagonists of their own individual process of knowledge |
टिप्पणी देने वाले पहले व्यक्ति बनें!