Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Cheiram, Maryeli Corrêa |
| Orientador(a): |
Carlesso, Janaína Pereira Pretto |
| Banca de defesa: |
Neto, Luiz Caldeira Brant de Tolentino,
Boer, Noemi |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Franciscana
|
| Programa de Pós-Graduação: |
Mestrado Acadêmico em Ensino de Humanidades e Linguagens
|
| Departamento: |
Ensino de Humanidades e Linguagens
|
| 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: |
http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/836
|
Resumo: |
The present study aimed to verify the reflexes of the application of the Semantic Panel technique as an innovative teaching resource in the context of the higher education classroom in a private educational institution located in Santa Maria, RS. The sample consisted of a class of Psychology students. The research performed is of the action type, using the survey data collection technique. Being used as a tool to collect a computerized online questionnaire in the Google Forms tool. The results of the study showed that the application of the semantic panel as a didactic resource enabled the relationship between theory and practice, the ability to plan, create, develop potential, expose, discuss and reflect ideas in groups, as well as motivation and involvement of the students. Students for the development of the proposed activity. Transforming the traditional classroom into an innovative educational setting. It was concluded that it was possible to verify in a positive and motivating way the reflexes of the application of the Semantic Panel technique in the learning of higher education students. It is worth pointing out that by promoting a creative teaching proposal through generative themes and innovative didactic resources, students can be stimulated to learning, leading them to explore the theoretical contents in an active and pleasurable way, making them participants and protagonists of their knowledge building process. From the study, it is noteworthy that besides the application of a different methodology in the classroom context, it is also important to highlight that innovative active practices provide rich social and affective interactions between teacher and student, and students with students aspects that also contribute positively in the learning process of the students. |
