Revista de Linguagem do Cinema e do Audiovisual . Número 2 . , 2016
The use of cinema as a pedagogicaldidactic resource is not recent. However,
is this still justifi... more The use of cinema as a pedagogicaldidactic resource is not recent. However, is this still justified with a generation of students permanently connected? In this exploratory study, with students from the 11th grade, from a school in Greater Oporto, within the scope of History A, we tried to answer this question. We combine the use of cinema with the dynamization of an AVA, mediated by the moodle platform, and integrated into the optimization of the 7 E’s Pedagogical Model (Okada, 2014). The instruments of data collection were records of visualization and active listening; Film viewing grid, questionnaire survey in conjunction with logbooks, emerging from direct and participant observation. In the reduction and analysis of the data, we used the mixed methodology supported by content analysis and statistical analysis.The literature review focuses on the challenges facing teachers and the school, coupled with the state of the art on the use of cinema in teaching. The conclusions of this study corroborate the pertinence of the use of cinema in the History class. Its combination with an AVA and the 7 E’s Pedagogical Model may be a way to prevent it from becoming the double face of Janus. Keywords: Cinema; History; 7E’s Pedagogical Model.
Revista de Linguagem do Cinema e do Audiovisual . Número 2 . , 2016
The use of cinema as a pedagogicaldidactic resource is not recent. However,
is this still justifi... more The use of cinema as a pedagogicaldidactic resource is not recent. However, is this still justified with a generation of students permanently connected? In this exploratory study, with students from the 11th grade, from a school in Greater Oporto, within the scope of History A, we tried to answer this question. We combine the use of cinema with the dynamization of an AVA, mediated by the moodle platform, and integrated into the optimization of the 7 E’s Pedagogical Model (Okada, 2014). The instruments of data collection were records of visualization and active listening; Film viewing grid, questionnaire survey in conjunction with logbooks, emerging from direct and participant observation. In the reduction and analysis of the data, we used the mixed methodology supported by content analysis and statistical analysis.The literature review focuses on the challenges facing teachers and the school, coupled with the state of the art on the use of cinema in teaching. The conclusions of this study corroborate the pertinence of the use of cinema in the History class. Its combination with an AVA and the 7 E’s Pedagogical Model may be a way to prevent it from becoming the double face of Janus. Keywords: Cinema; History; 7E’s Pedagogical Model.
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Papers by Elvira Rodrigues
is this still justified with a generation of
students permanently connected? In this
exploratory study, with students from
the 11th grade, from a school in Greater
Oporto, within the scope of History A,
we tried to answer this question. We
combine the use of cinema with the
dynamization of an AVA, mediated by
the moodle platform, and integrated into
the optimization of the 7 E’s Pedagogical
Model (Okada, 2014). The instruments
of data collection were records of
visualization and active listening; Film
viewing grid, questionnaire survey in
conjunction with logbooks, emerging
from direct and participant observation.
In the reduction and analysis of the
data, we used the mixed methodology
supported by content analysis and
statistical analysis.The literature review
focuses on the challenges facing
teachers and the school, coupled with
the state of the art on the use of cinema
in teaching.
The conclusions of this study
corroborate the pertinence of the
use of cinema in the History class. Its
combination with an AVA and the 7 E’s
Pedagogical Model may be a way to
prevent it from becoming the double
face of Janus.
Keywords: Cinema; History; 7E’s
Pedagogical Model.
is this still justified with a generation of
students permanently connected? In this
exploratory study, with students from
the 11th grade, from a school in Greater
Oporto, within the scope of History A,
we tried to answer this question. We
combine the use of cinema with the
dynamization of an AVA, mediated by
the moodle platform, and integrated into
the optimization of the 7 E’s Pedagogical
Model (Okada, 2014). The instruments
of data collection were records of
visualization and active listening; Film
viewing grid, questionnaire survey in
conjunction with logbooks, emerging
from direct and participant observation.
In the reduction and analysis of the
data, we used the mixed methodology
supported by content analysis and
statistical analysis.The literature review
focuses on the challenges facing
teachers and the school, coupled with
the state of the art on the use of cinema
in teaching.
The conclusions of this study
corroborate the pertinence of the
use of cinema in the History class. Its
combination with an AVA and the 7 E’s
Pedagogical Model may be a way to
prevent it from becoming the double
face of Janus.
Keywords: Cinema; History; 7E’s
Pedagogical Model.