Detalhes bibliográficos
| Ano de defesa: |
2011 |
| Autor(a) principal: |
LEITE, Bruno Silva
 |
| Orientador(a): |
LEÃO, Marcelo Brito Carneiro |
| Banca de defesa: |
PADILHA, Maria Auxiliadora Soares,
TENÓRIO, Alexandro Cardoso,
AMARAL, Edênia Maria Ribeiro do |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Universidade Federal Rural de Pernambuco
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ensino das Ciências
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| Departamento: |
Departamento de Educação
|
| 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.tede2.ufrpe.br:8080/tede2/handle/tede2/5813
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Resumo: |
The adoption of Information and Communication Technology (ICT) for teaching-learning process has led to discussions about how to teach and learn. There are many new tools and methodologies that use ICT to support knowledge construction, but it is not always associated with a learning theory. The new technologies of information provide facilities in the means didactic of education. This research presents the new generation of Internet resources that has been transforming behaviors and ideas, with an avalanche of interactive tools, with these tools we can (re)build Internet and to dictate the way of the approached contents and technology. Teach in and with the Internet it reaches significant results when it's integrated in a structural context of change of the teaching-learning, where teachers and students living processes of open communication, of participation interpersonal and effectives group. These learning process is subject to continuous changes due to the changing needs of users. These changes are most often accompanied by new technologies which are constantly appearing in our modern computerized society. The Internet has allowed the optimization of the learning. The Cognitive Flexibility Theory is a theory of teaching, learning and knowledge representation that when applied to complex levels of knowledge and few structured, is able to help develop the student's cognitive flexibility. Web 2.0 can achieve greater interactivity, contributing to make this virtual environment for teaching and learning more dynamic and appealing. This dissertation proposes analysis and evaluates the use of some Web 2.0 features and how these are being included in science teaching. In addition to highlighting a brief summary of work published in scientific-academic community on ICT, particularly the Web 2.0 in science education. We present a pedagogical experiment study in which a group of students worked with some Web 2.0 tools for a discipline of chemistry, involving the theme: Chemical bonds. Our objective was to examine the role of some Web 2.0 tools in teaching chemistry and how technologies can influence learning in a flexible and free from these users. Other students did not use these tools and contributed to this research, which enabled an analysis of teaching without the use of them. The results showed that students highlighted the educational potential of Web 2.0 tools, as well as the importance of incorporating the TFC and the TCP in Web 2.0 environments. |
