Uso de mecânica da gamificação para a busca de indícios de aprendiazem significativa no ensino de gráficos estatísticos
שמור ב:
| מחבר ראשי: | |
|---|---|
| Publication Date: | 2022 |
| פורמט: | Master thesis |
| שפה: | por |
| Source: | Repositório Institucional da UPF |
| Download full: | https://repositorio.upf.br/handle/123456789/2893 |
סיכום: | This text refers to the dissertation of the master’s course of the Postgraduate Programme in Science and Mathematics Teaching at the University of Passo Fundo. This project investigated possible signs of significant learning, from the use of mechanics present in digital and analog games. These mechanics were used as a strategy to enhance the study of statistical graphs: histogram, boxplot, and scatter diagram. A study was carried out in a class of the 7th year of Elementary School II of a public school in the city of Marau/RS, Brazil. From the premise that the student needs to be willing to learn, we sought to develop the study of statistical graphics within a proposal that resembles the environments proposed by games and, thus, arouse predisposition and motivation for pedagogical activities and problem solving. The analyzes were based on the Theory of Meaningful Learning by David Paul Ausubel, as well as the use of gamification mechanics. The guiding documents of education in the municipality, the Brazilian National Common Curricular Base, and the National Curriculum Parameters, which prescribe the teaching of Statistics, were also taken to support the statistical contents addressed in this study. Thus, the use of gamification was investigated as a strategy to contribute to the teaching of the chosen statistical graphics and as a way to enhance student engagement in this process, and thus make learning meaningful. To this end, the gamification mechanics such as teamwork, scoring, narrative, rules, levels, and awards were considered. The research carried out considers a qualitative and participant approach, involving data collection from the teacher/researcher's records in the logbook and from the answers obtained in the questionnaire applied after the end of the research. Based on these instruments it was concluded that the performance of activities in a collaborative way and in a competitive context contributed to the socialization and interaction among students; moreover, the development of activities in teams contributed for the students to help each other in their difficulties. The classes became dynamic, having the students as active participants in the construction of learning about graphs. The results indicate that the development of the didactic sequence made it possible to verify the presence of well-structured prior knowledge regarding the reading and interpretation of graphs; moreover, it was possible to take such knowledge as a starting point for the expansion of knowledge necessary for the construction of the graphs studied. Regarding the format of the material, proposed in slides, it contributed to make the classes more dynamic, providing more time for dialogues, content explanation, and application of the concepts studied in practical activities. The educational product that accompanies this dissertation refers to a didactic sequence aimed at mathematics teachers of the final grades of elementary school and includes activities focused on the study of statistical graphics. This educational product is available on the http://educapes.capes.gov.br/handle/capes/717084>. |
| _version_ | 1871607642490667008 |
|---|---|
| author | Santos, Andrieli dos |
| author_browse | Santos, Andrieli dos |
| author_facet | Santos, Andrieli dos |
| author_role | author |
| collection | Repositório Institucional da UPF |
| dc.contributor.author.fl_str_mv | Santos, Andrieli dos |
| dc.contributor.none.fl_str_mv | Pasqualotti, Adriano http://lattes.cnpq.br/6749725997811807 |
| dc.date.none.fl_str_mv | 2022-04-12 2025-05-07T14:44:16Z |
| dc.format.none.fl_str_mv | application/pdf application/pdf |
| dc.identifier.uri.fl_str_mv | SANTOS, Andrieli. Uso de mecânica da gamificação para a busca de indícios de aprendiazem significativa no ensino de gráficos estatísticos. 2022. 84 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade de Passo Fundo, Passo Fundo, RS, 2022. https://repositorio.upf.br/handle/123456789/2893 |
| dc.language.iso.fl_str_mv | por |
| dc.publisher.none.fl_str_mv | Universidade de Passo Fundo Instituto de Ciências Exatas e Geociências – ICEG Brasil UPF Programa de Pós-Graduação em Ensino de Ciências e Matemática |
| dc.rights.driver.fl_str_mv | info:eu-repo/semantics/openAccess |
| dc.source.none.fl_str_mv | reponame:Repositório Institucional da UPF instname:Universidade de Passo Fundo (UPF) instacron:UPF |
| dc.subject.por.fl_str_mv | Aprendizagem Gamificação Estatística CIENCIAS EXATAS E DA TERRA::MATEMATICA |
| dc.title.none.fl_str_mv | Uso de mecânica da gamificação para a busca de indícios de aprendiazem significativa no ensino de gráficos estatísticos |
| dc.type.driver.fl_str_mv | info:eu-repo/semantics/masterThesis |
| dc.type.status.fl_str_mv | info:eu-repo/semantics/publishedVersion |
| description | This text refers to the dissertation of the master’s course of the Postgraduate Programme in Science and Mathematics Teaching at the University of Passo Fundo. This project investigated possible signs of significant learning, from the use of mechanics present in digital and analog games. These mechanics were used as a strategy to enhance the study of statistical graphs: histogram, boxplot, and scatter diagram. A study was carried out in a class of the 7th year of Elementary School II of a public school in the city of Marau/RS, Brazil. From the premise that the student needs to be willing to learn, we sought to develop the study of statistical graphics within a proposal that resembles the environments proposed by games and, thus, arouse predisposition and motivation for pedagogical activities and problem solving. The analyzes were based on the Theory of Meaningful Learning by David Paul Ausubel, as well as the use of gamification mechanics. The guiding documents of education in the municipality, the Brazilian National Common Curricular Base, and the National Curriculum Parameters, which prescribe the teaching of Statistics, were also taken to support the statistical contents addressed in this study. Thus, the use of gamification was investigated as a strategy to contribute to the teaching of the chosen statistical graphics and as a way to enhance student engagement in this process, and thus make learning meaningful. To this end, the gamification mechanics such as teamwork, scoring, narrative, rules, levels, and awards were considered. The research carried out considers a qualitative and participant approach, involving data collection from the teacher/researcher's records in the logbook and from the answers obtained in the questionnaire applied after the end of the research. Based on these instruments it was concluded that the performance of activities in a collaborative way and in a competitive context contributed to the socialization and interaction among students; moreover, the development of activities in teams contributed for the students to help each other in their difficulties. The classes became dynamic, having the students as active participants in the construction of learning about graphs. The results indicate that the development of the didactic sequence made it possible to verify the presence of well-structured prior knowledge regarding the reading and interpretation of graphs; moreover, it was possible to take such knowledge as a starting point for the expansion of knowledge necessary for the construction of the graphs studied. Regarding the format of the material, proposed in slides, it contributed to make the classes more dynamic, providing more time for dialogues, content explanation, and application of the concepts studied in practical activities. The educational product that accompanies this dissertation refers to a didactic sequence aimed at mathematics teachers of the final grades of elementary school and includes activities focused on the study of statistical graphics. This educational product is available on the http://educapes.capes.gov.br/handle/capes/717084>. |
| eu_rights_str_mv | openAccess |
| format | masterThesis |
| id | UPF_c4e855f4aa82cf4576a9e64bbca4cb76 |
| identifier_str_mv | SANTOS, Andrieli. Uso de mecânica da gamificação para a busca de indícios de aprendiazem significativa no ensino de gráficos estatísticos. 2022. 84 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade de Passo Fundo, Passo Fundo, RS, 2022. |
| instacron_str | UPF |
| institution | UPF |
| instname_str | Universidade de Passo Fundo (UPF) |
| language | por |
| network_acronym_str | UPF |
| network_name_str | Repositório Institucional da UPF |
| oai_identifier_str | oai:repositorio.upf.br:123456789/2893 |
| publishDate | 2022 |
| publishDateSort | 2022 |
| publisher.none.fl_str_mv | Universidade de Passo Fundo Instituto de Ciências Exatas e Geociências – ICEG Brasil UPF Programa de Pós-Graduação em Ensino de Ciências e Matemática |
| reponame_str | Repositório Institucional da UPF |
| repository.mail.fl_str_mv | jucelei@upf.br||biblio@upf.br |
| repository.name.fl_str_mv | Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| repository_id_str | 1610 |
| spelling | Uso de mecânica da gamificação para a busca de indícios de aprendiazem significativa no ensino de gráficos estatísticosAprendizagemGamificaçãoEstatísticaCIENCIAS EXATAS E DA TERRA::MATEMATICAThis text refers to the dissertation of the master’s course of the Postgraduate Programme in Science and Mathematics Teaching at the University of Passo Fundo. This project investigated possible signs of significant learning, from the use of mechanics present in digital and analog games. These mechanics were used as a strategy to enhance the study of statistical graphs: histogram, boxplot, and scatter diagram. A study was carried out in a class of the 7th year of Elementary School II of a public school in the city of Marau/RS, Brazil. From the premise that the student needs to be willing to learn, we sought to develop the study of statistical graphics within a proposal that resembles the environments proposed by games and, thus, arouse predisposition and motivation for pedagogical activities and problem solving. The analyzes were based on the Theory of Meaningful Learning by David Paul Ausubel, as well as the use of gamification mechanics. The guiding documents of education in the municipality, the Brazilian National Common Curricular Base, and the National Curriculum Parameters, which prescribe the teaching of Statistics, were also taken to support the statistical contents addressed in this study. Thus, the use of gamification was investigated as a strategy to contribute to the teaching of the chosen statistical graphics and as a way to enhance student engagement in this process, and thus make learning meaningful. To this end, the gamification mechanics such as teamwork, scoring, narrative, rules, levels, and awards were considered. The research carried out considers a qualitative and participant approach, involving data collection from the teacher/researcher's records in the logbook and from the answers obtained in the questionnaire applied after the end of the research. Based on these instruments it was concluded that the performance of activities in a collaborative way and in a competitive context contributed to the socialization and interaction among students; moreover, the development of activities in teams contributed for the students to help each other in their difficulties. The classes became dynamic, having the students as active participants in the construction of learning about graphs. The results indicate that the development of the didactic sequence made it possible to verify the presence of well-structured prior knowledge regarding the reading and interpretation of graphs; moreover, it was possible to take such knowledge as a starting point for the expansion of knowledge necessary for the construction of the graphs studied. Regarding the format of the material, proposed in slides, it contributed to make the classes more dynamic, providing more time for dialogues, content explanation, and application of the concepts studied in practical activities. The educational product that accompanies this dissertation refers to a didactic sequence aimed at mathematics teachers of the final grades of elementary school and includes activities focused on the study of statistical graphics. This educational product is available on the http://educapes.capes.gov.br/handle/capes/717084>.O presente texto refere-se à dissertação de mestrado do Programa de Pós-Graduação no Ensino de Ciências e Matemática da Universidade de Passo Fundo. O objetivo do estudo foi averiguar possíveis indícios de aprendizagem significativa, a partir do uso de mecânicas presentes em jogos digitais e analógicos. Essas mecânicas foram utilizadas como estratégia para potencializar o estudo de gráficos estatísticos: histograma, boxplot e diagrama de dispersão. O estudo foi realizado em uma turma do 7º ano do Ensino Fundamental II de uma escola pública do município de Marau/RS. Partindo-se da premissa de que o estudante precisa estar disposto a aprender, buscou-se desenvolver o estudo dos gráficos estatísticos dentro de uma proposta que se assemelha ao ambiente proposto pelos jogos e, assim, despertar predisposição e motivação para a realização de atividades pedagógicas e na resolução de problemas. O estudo apoiou-se na Teoria da Aprendizagem Significativa de David Paul Ausubel, assim como no uso das mecânicas da gamificação. Os documentos norteadores da educação no município, a Base Nacional Comum Curricular e os Parâmetros Curriculares Nacionais, que prescrevem o ensino da Estatística, foram tomados para fundamentar as considerações direcionadas aos conteúdos de estatística abordados neste estudo. Assim, investigou-se a utilização da gamificação como uma estratégica para contribuir com o ensino dos gráficos estatísticos escolhidos e como forma de potencializar o engajamento dos estudantes nesse processo, e assim tornar a aprendizagem significativa. Para isso, considerou-se as mecânicas da gamificação como o trabalho em equipes, pontuação, narrativa, regras, níveis e premiação. A pesquisa realizada considera uma abordagem qualitativa e participante, envolvendo a coleta de dados a partir dos registros da professora/pesquisadora no diário de bordo e das respostas obtidas no questionário aplicado após a finalização da pesquisa. Com base nesses instrumentos concluiu-se que a realização de atividades de forma colaborativa e em um contexto de competição contribui para a socialização e interação entre estudantes; além disso, o desenvolvimento de atividades em equipes contribuiu para que os estudantes ajudassem uns aos outros em suas dificuldades. As aulas tornaram-se dinâmicas, tendo os estudantes como participantes ativos na construção da aprendizagem sobre gráficos. Os resultados apontam que o desenvolvimento da sequência didática possibilitou a verificação da presença de conhecimentos prévios bem estruturados quanto à leitura e interpretação dos gráficos; além disso, foi possível tomar tais conhecimentos como ponto de partida para a ampliação de conhecimentos necessários para a construção dos gráficos estudados. Em relação ao formato do material, proposto em slides, contribuiu para que as aulas se tornassem mais dinâmicas, disponibilizando-se mais tempo para diálogos, explicação do conteúdo e aplicação de conceitos estudados em atividades práticas. O produto educacional que acompanha a presente dissertação refere-se a uma sequência didática destinada a professores de Matemática das séries finais do Ensino Fundamental e reúne atividades voltadas ao estudo de gráficos estatísticos. O referido produto educacional encontra-se disponível em <http://educapes.capes.gov.br/handle/capes/717084>.Universidade de Passo FundoInstituto de Ciências Exatas e Geociências – ICEGBrasilUPFPrograma de Pós-Graduação em Ensino de Ciências e MatemáticaPasqualotti, Adrianohttp://lattes.cnpq.br/6749725997811807Santos, Andrieli dos2025-05-07T14:44:16Z2022-04-12info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisapplication/pdfapplication/pdfSANTOS, Andrieli. Uso de mecânica da gamificação para a busca de indícios de aprendiazem significativa no ensino de gráficos estatísticos. 2022. 84 f. Dissertação (Mestrado em Ensino de Ciências e Matemática) - Universidade de Passo Fundo, Passo Fundo, RS, 2022.https://repositorio.upf.br/handle/123456789/2893porinfo:eu-repo/semantics/openAccessreponame:Repositório Institucional da UPFinstname:Universidade de Passo Fundo (UPF)instacron:UPF2025-12-30T20:47:32Zoai:repositorio.upf.br:123456789/2893Repositório InstitucionalPRIhttp://repositorio.upf.br/oai/requestjucelei@upf.br||biblio@upf.bropendoar:16102025-12-30T20:47:32Repositório Institucional da UPF - Universidade de Passo Fundo (UPF) |
| spellingShingle | Uso de mecânica da gamificação para a busca de indícios de aprendiazem significativa no ensino de gráficos estatísticos Santos, Andrieli dos Aprendizagem Gamificação Estatística CIENCIAS EXATAS E DA TERRA::MATEMATICA |
| status_str | publishedVersion |
| title | Uso de mecânica da gamificação para a busca de indícios de aprendiazem significativa no ensino de gráficos estatísticos |
| title_full | Uso de mecânica da gamificação para a busca de indícios de aprendiazem significativa no ensino de gráficos estatísticos |
| title_fullStr | Uso de mecânica da gamificação para a busca de indícios de aprendiazem significativa no ensino de gráficos estatísticos |
| title_full_unstemmed | Uso de mecânica da gamificação para a busca de indícios de aprendiazem significativa no ensino de gráficos estatísticos |
| title_short | Uso de mecânica da gamificação para a busca de indícios de aprendiazem significativa no ensino de gráficos estatísticos |
| title_sort | Uso de mecânica da gamificação para a busca de indícios de aprendiazem significativa no ensino de gráficos estatísticos |
| topic | Aprendizagem Gamificação Estatística CIENCIAS EXATAS E DA TERRA::MATEMATICA |
| url | https://repositorio.upf.br/handle/123456789/2893 |