Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Rodrigues, Elizabeth Pereira
 |
| Orientador(a): |
Maluf, Maria Regina |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Psicologia da Educação
|
| Departamento: |
Faculdade de Educação
|
| País: |
Brasil
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/22342
|
Resumo: |
This work investigated a repercussion of teaching History in the Flipped Classroom metodology integrated to the Peer Learning process, compared to the traditional class, aligned to two classes of 6th grade Middle School students, described as A and B Groups, in a private school in São Luís, Maranhão. The study had been justifiied through the great contribution in students systematics study considered as a transitory stage – switching from primary, which has a general teacher, to middle school stages, with specific teacher for each subject. The research based on the cognitive theory of multimedia learning had been carried out in three stages: 1) implementation of the flipped teaching skills integrated between peers to traditional classes, both acting n na academic task for the selected institution of teaching; 2) learning assesment to compare a reach development into the groups of traditional and flipped teaching; 3) application of survey to assess the students' perceptions about the two teaching practices experienced. The pedagogical intervention had configured as applied research, because it was conceived with the purpose of offering contributions to questions and problems of the classroom everyday.The data collected in the learning assesments made up a query as a reference to guide the inferences, considerations and conclusions presented. Research in the area presents a variety of results, which affirm the results depend on the selected ones, on the context, on the selected adopted methodology and on the objects of knowledge tackled. The results were not conclusive regarding the effects of the active methodologies in school performance, despite improvement in the use of group B. The results, however, were supported based on the percptions of most elegibles on the results, recorded in the data collection instrument, that the inversion in the classroom model associated with learning, compared to the traditional classroom, gather more favorable to trigger attitudes of autonomy, protagonism and powerful increase in the motuvation factor of the students, in the way of the learning process itself |
