Detalhes bibliográficos
| Ano de defesa: |
2013 |
| Autor(a) principal: |
Arnaud Júnior, Francisco de Souza |
| Orientador(a): |
Não Informado pela instituição |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Não Informado pela instituição
|
| Programa de Pós-Graduação: |
Não Informado pela instituição
|
| Departamento: |
Não Informado pela instituição
|
| País: |
Não Informado pela instituição
|
| Palavras-chave em Português: |
|
| Link de acesso: |
http://www.repositorio.ufc.br/handle/riufc/7248
|
Resumo: |
This study aims to analyze the use of VLAB software, applied to the teaching content of Chemistry, students of the first year of high school vocational courses in Business and Computing. The research was conducted in theEscolaEstadual de EducaçãoProfissional, located in Crateús - CE. The study has an emphasis on the influence and presence of educational technologies in teaching and learning, a constructivist perspective. To carry out this research, we counted with the participation of 90 students, divided into three distinct groups. Group 1 - 30 students were used to approach the content with links to the science lab, group 2-30 VLAB students used the software as an educational tool for detailing the content, group 3-30 students used the space of the classroom so traditional. The measurable to be highlighted was the success factor in the cognitive development of students in group 2, who used VLAB and had significant improvement in their grades compared before and after this research, conditioning is a percentage increase in 85 % of these notes, learning identified by didactic intervention applied. We denote thus enhancing the feasibility of the use of didactic relations VLAB as an educational proposal in Chemistry Teaching, as proposed in the educational product of this dissertation. |
