Detalhes bibliográficos
| Ano de defesa: |
2022 |
| Autor(a) principal: |
Soares, Cíntia Dilcéia
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| Orientador(a): |
Rosa, Cleci Teresinha Werner da
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade de Passo Fundo
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino de Ciências e Matemática
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| Departamento: |
Instituto de Ciências Exatas e Geociências – ICEG
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
http://tede.upf.br:8080/jspui/handle/tede/2340
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Resumo: |
The study takes with problematic the need to promote a teaching of Physics aimed at improving the learning processes. This need assumes as a bias of discussion the potentiality of metacognitive thinking, from the awareness of students about their thoughts and the control of their executive actions. The study infers that the production of short videos by students, in the face of contextualized situations that involve knowledge of physics, can prove to be a driver of this cognitive mobilization, making them aware of their own knowledge or, alternatively, of the lack of them, characterized by gaps, inconsistencies and misunderstandings of knowledge. In addition, it considers that the production of videos in physics teaching represents a means of bringing students closer to digital culture, an aspect that is enduring the Common National Curriculum Base (BNCC). These aspects lead to the central question of the study: what is the potential of the didactic use of short videos in terms of the activation of monitoring mechanisms and control of their own understanding by high school students? The objective is to analyze the pertinence of the use of short videos as a strategic didactic resource capable of promoting engagement and being favoring the awareness of students about their own knowledge. To this end, theoretical support is sought in discussions involving the use of digital technologies in teaching and studies associated with metacognition in the field of scientific education. As for the didactic structure, the sequence of activities adopts the methodological proposal called “Three Pedagogical Moments - 3MP”, developed by Delizoicov and Angotti (1990). Based on these references, a didactic sequence is elaborated to involve the topic “Heat Transfer”, organized in nine meetings, which was applied in a second year high school class, in the city of Passo Fundo, in the interior of Rio Grande do Sul. The class included 25 enrolled students and had the participation of 14 to 15 during the nine meetings and, in the final stage, had the participation of nine of them. The research assumes the qualitative and participant approach, involving the production of data from four instruments: teacher/researcher records; observation of the video recordings of the meetings; videos produced by the students themselves; and, questionnaire. The results of the study were discussed from two categories: Students' predisposition to learn and Monitoring and control of understanding associated with the production of short videos. These categories showed that the use of short videos is a didactic strategy that allows students to rescue previous knowledge, experiences and experiences; has motivational aspect for learning; and, with regard to the production of videos by the students themselves, the study revealed evidence of activating metacognitive thinking. As an educational product, and accompanying the dissertation, the study structured a guide for basic education teachers who wish to use the resource of short video production by students in their teaching practices. The educational product is available on the program website, on the PPGECM educational products portal and on the EduCapes portal <http://educapes.capes.gov.br/handle/capes/701856>. |
