Estudos sobre a utilização da web 2.0 como ferramenta cultural da ação mediada no ensino de ciências

• Ano de defesa: 2016
• Autor(a) principal: Souza, Pedro Alexandre Lopes de
• Orientador(a): Benite, Anna Maria Canavarro
• Banca de defesa: Benite, Anna Maria Canavarro, Leão, Marcelo Brito Carneiro, Freitas Júnior, José Luiz de
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Goiás
• Programa de Pós-Graduação: Programa de Pós-graduação em Educação em Ciências e Matemática (PRPG)
• Departamento: Pró-Reitoria de Pós-graduação (PRPG)
• País: Brasil
• Palavras-chave em Português: Ambiente virtual de aprendizagem; Ensino de física; Plataforma web 2.0
• Palavras-chave em Inglês: Virtual learning environment; Physics teaching; Web 2.0 platform
• Área do conhecimento CNPq: ENSINO-APRENDIZAGEM::TECNOLOGIA EDUCACIONAL
• Link de acesso: http://repositorio.bc.ufg.br/tede/handle/tede/6831

The new generation of Internet has been a decisive factor in direction-making of society through using interactive tools, which enables (re)build the knowledge. Here, everything becomes more dynamic and the interaction is increasingly more natural, both in visual terms and programming language. Thus, the Information and Communication Technologies, especially the Web 2.0, have been incorporated into educational processes. This dissertation deals with the representation of scientific models using computer applications. Thus, it was planned and developed a technology product interactive portal – Ealuno, using there sources of the Web 2.0, considering its use as an action cultural tool for Physics teaching and learning. We discuss about how this way of presentation is inserted in Science/Physics class and described its functions. This is an investigation characterized as a participante search. In this case, we assume two positions, since we representthe Science teachers who teach for a technological society and the members of this technological society, that is, we represent the Physics classroom conditioned by new ways of communication from defined and legitimized positions in this social structure. Our results indicate that the student configuration allows different waysof record and representation of the reality that promotes to it autility in the mediated action, being this utility in the interactivity power and in the access to virtual environments, permitting to provide to users interaction and motivation for the Physics teaching and learning process.