Detalhes bibliográficos
| Ano de defesa: |
2013 |
| Autor(a) principal: |
Mainardi, Nadir Laci Dieckel |
| Orientador(a): |
Isaia, Silvia Maria de Aguiar
 |
| Banca de defesa: |
Martins, Márcio Marques,
Corte, Marilene Dalla |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Centro Universitário Franciscano
|
| Programa de Pós-Graduação: |
Mestrado Profissionalizante em Ensino de Física e Matemática
|
| Departamento: |
Ensino de Física
|
| País: |
Brasil
|
| Palavras-chave em Português: |
|
| Palavras-chave em Inglês: |
|
| Área do conhecimento CNPq: |
|
| Link de acesso: |
http://www.tede.universidadefranciscana.edu.br:8080/handle/UFN-BDTD/462
|
Resumo: |
This dissertation consists of a proposed interaction of existing technologies in our school with classroom content Electricity contemplating having as support concepts resulting from the perspective of Vygotsky (1997). The guiding question was: what is the contribution of the use of a virtual page in interaction with the classroom in the learning process of content on Electricity Electrical Resistors in the discipline of physics? The action was applied to third-year students "A" students with 23 members of the State College of Santo Antão of Bela Vista Caroba - PR. To accomplish this work was necessary to divide into two main phases: the first time we developed a virtual page (wikispaces) containing content Electricity headquartered initially with a controversial issue experienced by the student, causing him to interact with the simulations, virtual experiments , videos, current scientific texts and curiosities that contribute to student learning. In the second time in the classroom has developed content using electrical resistors as support for virtual page concomitantly with scientific text and slides, occurring just one student-computer interaction, student-student and student-teacher, with discussions, questions, interpretations and resolutions of the activities presented in the classroom. The methodology of qualitative observations proved efficient in the discussions among students instant access to the virtual page in the computer lab at school, but there was also efficient in the analysis of discussions and absorptions of content applied in the classroom. Three activities were prepared in the form of testing containing content electricity and applied to participants: the first questionnaire served as propellant forwarding all activities in this dissertation, his resulting demonstrated a low level of knowledge in solving exercises, with answers without nexus as usual without any scientific knowledge. In the second activity, students applied the issues between the two moments (virtual page - classroom), there were some concepts Association of Electrical Resistors more significantly, with some confusion, destabilizing the existing concepts, emerging discussions, reflections and training hypotheses of the concepts acquired in the computer room, taking the students curiosity and desire to understand and interpret the content. Applying the third activity after discussions, interactions and interpretation of students on the content presented in the classroom, it was necessary to determine whether the use of our interaction with the virtual classroom helped in the process of learning the content of Association Electrical Resistors. The results demonstrated satisfactorily in student learning through cultural mediation, appears in the interaction of ICT, teacher and classmates. In activities (testing III) developed by the students, was the domain knowledge of scientific concepts, creating stability and security in the discussions and resolutions of the exercises presented in the classroom. |
