- Recursos Didáticos Digitais, Technology, Química, Chemistry, Química computacional, Web 2.0, and 18 moreFormaçao de professores, Ensino de Química, Podcast, Videocast, Information Technology, Tecnologias da Informação e da Comunicação (TIC) na Educação, Cognitive Flexibility, Teoria Da Flexibilidade Cognitiva - TFC, Hipermídias, Online Chemistry Teaching, Game Design, Game Theory, Game studies, Video Games and Learning, Chemistry Education, Computational Chemistry, Education, and Educational Technologyedit
- Professor of Chemistry and Technologies in Chemistry Education at the Federal Rural University of Pernambuco. Experie... moreProfessor of Chemistry and Technologies in Chemistry Education at the Federal Rural University of Pernambuco. Experience in the area of Chemistry and Chemistry Teaching: In Chemistry conducts research in Theoretical Chemistry and Computationaledit
Chemistry teaching, due to its conceptual complexity, is often considered challenging, especially when approaching abstractions from microscopic and macroscopic views. In this context, the introduction of innovative teaching practices,... more
Chemistry teaching, due to its conceptual complexity, is often considered challenging, especially when approaching abstractions from microscopic and macroscopic views. In this context, the introduction of innovative teaching practices, such as the use of Digital Games (DG), emerges as a strategy to overcome perceived gaps in the school environment. Given this scenario, investigating the focus of dissertations and theses available in the Brazilian Digital Library of Theses and Dissertations (BDTD) on the use of DG in the teaching of Chemistry can contribute to studies in this area. This research used a Systematic Literature Review, outlined in five stages, to identify the main themes covered in dissertations and theses published on digital games in the teaching of Chemistry at BDTD in the period between 2012 and 2022. In addition, the focus (FO), the nationality (NA), programming language (PL) and application context (AC) of these publications. The results indicate that a significant portion of these works focuses on the design, application and reflection of digital games. However, a gap was observed regarding the connection of this research with the theoretical-methodological foundation in the development of these games, highlighting the need for a more in-depth dialogue with learning theories. The Northeast region of Brazil stood out as a hub of academic production in this context. The Java, Unity and Game Editor languages were the most frequently used in creating the code for digital games. Finally, the initial training of students was the application context most discussed in the research analyzed.
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Within the past decade, enormous strides have been made related to the disruptive effect of AI in education, which has grown exponentially. AI presents itself as an emerging technology that facilitates the personalization of learning, in... more
Within the past decade, enormous strides have been made related to the disruptive effect of AI in education, which has grown exponentially. AI presents itself as an emerging technology that facilitates the personalization of learning, in addition to promoting debate about educational practices in educational institutions around the world. This study aims to explore the performance and accuracy of three chatbots (ChatGPT, Gemini, and Copilot) in defining five basic chemistry concepts compared to the definitions described in the IUPAC's Compendium of Chemical Terminology. To this end, this descriptive qualitative research was carried out in three stages. The results show that the chatbots presented coherent responses to the investigated scientific concepts, in addition to being configured as resources that can be used in the teaching of chemistry and assisting in the teaching and learning processes. However, although chatbots have demonstrated potential as digital didactic resources in chemistry teaching, their implementation should be carefully monitored. In the near future, it is expected that AI chatbots will become valuable resources in education, helping students in their learning journeys and using chatbots actively and critically.
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The coronavirus pandemic (Sars-cov-2) has caused relevant changes in society. In education, educational institutions have undergone a complex change in their educational routine. Mathematics teaching was no different, we went from... more
The coronavirus pandemic (Sars-cov-2) has caused relevant changes in society. In education, educational institutions have undergone a complex change in their educational routine. Mathematics teaching was no different, we went from face-to-face classes to online classes, increasing the distance between teachers and students' dialogues. In this context, this research aimed to analyze the application of the Google form from a gamified perspective in teaching mathematics to middle school students, seeking to identify their perception regarding the use of the Gamified Google Form (FGG) as a Resource Digital Didactics in mathematics classes. To this end, online classes were held dealing with the theme “history of mathematics and the notable Mathematical Formulas and Equations” and after the classes the FGG was applied. This research is characterized as a quantitative-qualitative case study and was developed with 45 elementary school students who used the FGG and responded to an evaluative questionnaire. The results show that gamification is an alternative for the mathematics teaching and learning process by promoting engagement and motivation. Furthermore, the use of FGG is configured as a differentiated activity that promotes freedom, dynamism and involvement of participants, contributing to the construction of knowledge. Finally, the results indicate that activities with the FGG should be part of the pedagogical didactic itinerary not only for mathematics, but for all other subjects, as they contribute to the teaching and learning process.
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This research analyzes the assumptions that influenced the selection of the Chemistry Textbook (CT) in light of the theory of subjectivity by Chemistry teachers from six public schools, being the senses, subjective... more
This research analyzes the assumptions that influenced the selection of the Chemistry Textbook (CT) in light of the theory of subjectivity by Chemistry teachers from six public schools, being the senses, subjective configurations, the subject, and the individual and collective subjectivity tools to identify the influences of the CT selection. Through a qualitative approach, content analysis was used to qualify the data. The results show that the process of choosing the CT is complex and presents nuances that vary from teacher to teacher, but they point towards a common goal: selecting the best CT to meet the main objective of their pedagogical practice: the learning of chemical contents by students.
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In the 21st century, discussions about active methodologies have become trends, due to the possibility of student proactivity and the use of digital technologies. Among these methodologies, gamification stands out, which is the use of... more
In the 21st century, discussions about active methodologies have become trends, due to the possibility of student proactivity and the use of digital technologies. Among these methodologies, gamification stands out, which is the use of “game elements” in activities that are “not games”. Following this idea, the study aimed to analyze the perception of elementary school students regarding a gamified activity. The study was divided into three stages: 1st) development of a gamified methodological strategy on the topic of atoms and chemical reactions; 2nd) application of the gamified proposal and an evaluation questionnaire; 3rd) analysis of students' perception regarding the gamified strategy. The results point to a favorable attitude towards gamification, showing that students learned the content when participating in the proposed strategy. Furthermore, it was observed that characteristics of gamification, such as engagement, autonomy, motivation and protagonism, were present in the students' actions.
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The objective of this study was to evaluate a teaching strategy based on active methodology for undergraduate courses in Chemistry, Physics and Biology at a federal university. Qualitative research was carried out and developed in three... more
The objective of this study was to evaluate a teaching strategy based on active methodology for undergraduate courses in Chemistry, Physics and Biology at a federal university. Qualitative research was carried out and developed in three stages, in which the perceptions of 42 students from three undergraduate courses (Chemistry, Physics, and Biology) were analyzed. The reports showed that students expressed positive perceptions about the experience and recognized that active methodologies encourage student protagonism, promoting contextualized learning and interaction between peers. There is importance to encouraging and training future teachers in the use of active methodologies in their areas of knowledge, in order to favor their praxis and provide opportunities for more meaningful learning in the area of training.
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The article analyzes productions involving teacher training for the use of digital technologies (DT) in the area of teaching Natural Sciences (Chemistry, Physics and Biology), identifying in the focuses of the studies... more
The article analyzes productions involving teacher training for the use of digital technologies (DT) in the area of teaching Natural Sciences (Chemistry, Physics and Biology), identifying in the focuses of the studies contributions of training processes in the construction of pedagogical concepts and practices. To this end, it presents results of a systematic review carried out in tenjournals in the Education area with a time frame of 2013-2023. The findings indicate that the studies are centered on four focuses of the publications: Initial training and use of DT; Continuing training and use of DT; Conceptions and perceptions about DTand practices using technology. In general, there is an interest in the contributions of training experiences that encourage the use of DT inpedagogical mediation, but which is still littleexplored regarding the concepts and practices built after participation in training processes of this order
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Esta pesquisa teve como objetivo analisar os vídeos produzidos para o ensino de Química nas páginas mais acessadas do YouTube no ano de 2021. Desse modo, investigamos quais os conteúdos, tipos de vídeos e princípios da aprendizagem... more
Esta pesquisa teve como objetivo analisar os vídeos produzidos para o ensino de Química nas páginas mais acessadas do YouTube no ano de 2021. Desse modo, investigamos quais os conteúdos, tipos de vídeos e princípios da aprendizagem multimídia de Mayer estavam presentes nas produções audiovisuais dessas páginas. A pesquisa foi realizada em quatro etapas: (1) seleção das páginas na plataforma do YouTube; (2) classificação dos canais; (3) análise dos conteúdos de Química abordados nos canais; (4) análise dos princípios da aprendizagem multimídia de Mayer e dos tipos de vídeos classificados por Moran, relacionando a exposição dos conteúdos e características intrínsecas trabalhadas nos vídeos. Os resultados mostraram que pelo menos cinco princípios da aprendizagem multimídia estão presentes nas produções. Além disso, observamos que o vídeo como integração foi o mais abordado nas produções dos canais, seguido do vídeo como um conteúdo de ensino.
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ARTIFICIAL INTELLIGENCE AND CHEMISTRY TEACHING: A PROPAEDEUTIC ANALYSIS OF CHATGPT IN CHEMICAL CONCEPTS DEFINING. The use of artificial intelligence (AI) in education is a current topic and in Chemistry teaching it has the potential to... more
ARTIFICIAL INTELLIGENCE AND CHEMISTRY TEACHING: A PROPAEDEUTIC ANALYSIS OF CHATGPT IN CHEMICAL CONCEPTS DEFINING. The use of artificial intelligence (AI) in education is a current topic and in Chemistry teaching it has the potential to offer some benefits. This article is the first attempt to show that activities involving Chemistry can be accelerated with the help of AI. This is a propaedeutic study that aimed to analyze the contributions of the ChatGPT AI in defining chemical concepts. The research was conducted in the virtual environment of the chatbot and was carried out in four stages. The results show that ChatGPT can be used in Chemistry teaching as an aid to the teaching and learning process. Additionally, depending on the chemical concept, AI provided coherent answers but could lead students to difficulties in understanding. Finally, the use of ChatGPT in Chemistry teaching needs to be guided by a process of reflection, so that from the AI’s responses, students present crit...
Research Interests: Artificial Intelligence, Information Technology, Chemistry, Chemical Education, Educational Technology, and 10 moreChemistry Education, Information Communication Technology, Chemical, Teaching chemistry, Inteligencia artificial, Ensino de Química, Chatbot, CHEMICAL SCIENCES, Quimica Nova, and ChatGPT
A personalização tem o intuito de tornar o estudante protagonista da sua aprendizagem, podendo ele criar, vivenciar e modificar o processo educacional, de modo a aprender como, quando e onde quiser. Nesse sentido, esta pesquisa... more
A personalização tem o intuito de tornar o estudante protagonista da sua aprendizagem, podendo ele criar, vivenciar e modificar o processo educacional, de modo a aprender como, quando e onde quiser. Nesse sentido, esta pesquisa exploratória, de cunho bibliográfica, teve como objetivo investigar características de uma educação personalizada nas publicações da área de Ensino no período entre 2010 a 2020 que tratam sobre o ensino híbrido, analisando se as propostas presentes nos artigos atendem aos critérios estabelecidos por Hoz (2018) sobre educação personalizada (singularidade, autonomia, liberdade, abertura e comunicação). A partir de perguntas guias foi possível analisar e identificar os critérios presentes nos artigos. Os resultados mostram um número pequeno de trabalhos que envolvem a temática da personalização no ensino híbrido e que apenas três apresentam todos os critérios de um ensino personalizado. Além disso, foi possível identificar ações que resultaram em um ensino perso...
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As tecnologias digitais estão cada vez mais presentes na educação e no ensino de Química não é diferente. Tendo em vista as lacunas inerentes à experimentação no contexto escolar, esta pesquisa tem como objetivo principal investigar se há... more
As tecnologias digitais estão cada vez mais presentes na educação e no ensino de Química não é diferente. Tendo em vista as lacunas inerentes à experimentação no contexto escolar, esta pesquisa tem como objetivo principal investigar se há aplicativos que podem ser utilizados em uma Experimentação Digital na Química (EDQ). Para isso, a pesquisa foi realizada em 4 etapas (levantamento de artigos sobre a EDQ; busca na Google play de aplicativos envolvendo a experimentação; seleção e análise dos aplicativos). Os resultados mostram poucos estudos sobre a EDQ na educação básica, além de observarmos que em relação aos aplicativos, apenas o Simulações PhET contemplava os critérios estabelecidos e se relacionava com os pilares da Aprendizagem Tecnológica Ativa.
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O isolamento social causado pela pandemia do coronavírus (SARS-Cov-2) modificou a rotina das escolas no Brasil e os estudantes se encontram em um ambiente completamente diferenciado. Neste contexto, o objetivo desta pesquisa foi... more
O isolamento social causado pela pandemia do coronavírus (SARS-Cov-2) modificou a rotina das escolas no Brasil e os estudantes se encontram em um ambiente completamente diferenciado. Neste contexto, o objetivo desta pesquisa foi investigar as percepções dos estudantes sobre o Ensino no Isolamento Social (EIS), analisando quais recursos estão sendo usados e os impactos causados na aprendizagem dos estudantes de quatro escolas do interior paraibano. Por se tratar de um estudo de caso de cunho qualitativo, a pesquisa foi realizada em três etapas: aplicação de um questionário on-line; análise dos questionários; construção textual baseada na análise dos dados. Os resultados mostram que o ensino virtual está sendo um ato mitigador para os estudantes, demonstrando que as escolas não estavam preparadas para incorporar este tipo de ensino (virtual). Além disso, foi evidenciado o uso do WhatsApp como um recurso para comunicação, contudo o uso de plataformas como o Google Sala de Aula apresent...
Research Interests: Sociology and Humanities
As tecnologias digitais têm promovido mudanças consideráveis em vários setores da sociedade, proporcionando novas formas de interação e comunicação. Desse modo, o uso das tecnologias digitais (em especial dos dispositivos móveis)... more
As tecnologias digitais têm promovido mudanças consideráveis em vários setores da sociedade, proporcionando novas formas de interação e comunicação. Desse modo, o uso das tecnologias digitais (em especial dos dispositivos móveis) possibilita ao usuário acessar uma maior quantidade de informações que, se bem planejadas, podem contribuir na construção do conhecimento. Dentre os diversos recursos e aplicativos disponíveis, os aplicativos de mensagens são os mais utilizados pela sociedade. Projetados inicialmente para a comunicação entre as pessoas, agora podem desempenhar um papel importante no processo de ensino e aprendizagem. Neste sentido, esta pesquisa teve como objetivo investigar de que forma os aplicativos de mensagens WhatsApp® e Telegram® estão sendo utilizados no ensino das Ciências da Natureza (Biologia, Física e Química) e quais são suas contribuições. Para isso, realizamos, em cinco etapas, uma revisão sistemática de literatura em três bases de dados (Google Acadêmico, Po...
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RESUMO O presente artigo tem como objetivo apresentar uma atividade pedagógica utilizando o vídeo como uma ferramenta para o aprendizado de Química, relatando uma experiência em sala de aula. A abordagem metodológica adotada foi de... more
RESUMO O presente artigo tem como objetivo apresentar uma atividade pedagógica utilizando o vídeo como uma ferramenta para o aprendizado de Química, relatando uma experiência em sala de aula. A abordagem metodológica adotada foi de natureza qualitativa e a estratégia empregada foi o estudo de caso, na qual 62 alunos do ensino médio elaboraram vídeos sobre modelos atômicos e responderam a três questionários. Ao final da atividade, realizou-se uma entrevista semiestruturada com os alunos e a professora destacando as percepções quanto ao estudo. Os resultados apontam que a elaboração dos vídeos possibilitou aos estudantes experimentarem diferentes contextos de aprendizagem, principalmente por considerarmos que a atividade proposta está relacionada com o uso das tecnologias. Palavras-chave: Tecnologias no ensino, Ensino de Química, Elaboração de vídeos educacionais. 1. Introdução Quadro negro e giz já não são mais os maiores recursos utilizados pelos professores e alunos nas salas de au...
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A frequente utilização das metodologias ativas na sala de aula vem transformando o âmbito educacional e a relação professor/aluno com o processo de ensino e aprendizagem. A metodologia design thinking (DT) é uma delas e seu uso está... more
A frequente utilização das metodologias ativas na sala de aula vem transformando o âmbito educacional e a relação professor/aluno com o processo de ensino e aprendizagem. A metodologia design thinking (DT) é uma delas e seu uso está começando a se tornar presente nas práticas docentes. No intuito de observar o DT no ensino, esta pesquisa teve como propósito analisar os objetivos e as aplicações dos trabalhos publicados sobre o design thinking no ensino das ciências da natureza. Para isso, realizamos uma revisão sistemática da literatura das publicações entre 2010 e 2020. A pesquisa foi baseada em duas perguntas norteadoras: “Quais os objetivos dos trabalhos publicados sobre o design thinking no ensino das ciências da natureza? E quais aplicações foram realizadas nesses trabalhos?”. Os resultados mostram que a utilização do design thinking, mesmo que crescente nas salas de aula, ainda é pouco utilizada na área das ciências da natureza. Além disso, identificamos sua aplicação de três ...
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O presente artigo aborda a importância das contribuicoes da Sala de Aula Invertida na pratica docente. Essas contribuicoes tem sido incorporadas a Didatica das Ciencias, enfatizando seu carater inovador. Realizou-se um levantamento... more
O presente artigo aborda a importância das contribuicoes da Sala de Aula Invertida na pratica docente. Essas contribuicoes tem sido incorporadas a Didatica das Ciencias, enfatizando seu carater inovador. Realizou-se um levantamento atraves das publicacoes em lingua portuguesa no corpus latente da Internet envolvendo a Sala de Aula Invertida destacando sua relevância e aplicacao. Nosso corpus de dados foi o Google Academico e a analise do tipo qualitativa. Os resultados mostram que a metodologia tem possibilitado a construcao do conhecimento dos estudantes, embora que pouco se tem discutido sobre essa metodologia no Ensino de Quimica.
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Nesse artigo apresentamos o levantamento de alguns aplicativos para dispositivos moveis que podem ser utilizados para o ensino de astroquimica por professores e estudantes. Do ponto de vista metodologico a pesquisa e de natureza... more
Nesse artigo apresentamos o levantamento de alguns aplicativos para dispositivos moveis que podem ser utilizados para o ensino de astroquimica por professores e estudantes. Do ponto de vista metodologico a pesquisa e de natureza exploratoria e abordagem qualitativa. Os resultados apresentam algumas possibilidades de uso destes recursos, contudo dificuldades sao percebidas para sua utilizacao e posterior contribuicao no ensino de astroquimica. Consideramos os resultados validos, pois devem suscitar a reflexao dos professores de quimica sobre a necessidade de desenvolver praticas pedagogicas capazes de dar conta das especificidades relacionadas ao processo de ensino e aprendizagem da astroquimica com o uso dos recursos moveis.
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As metodologias ativas e as Tecnologias Digitais da Informação e Comunicação (TDIC) na educação estão cada vez mais presentes nas práticas pedagógicas. Uma ampla literatura científica destaca os impactos positivos na aprendizagem de ambos... more
As metodologias ativas e as Tecnologias Digitais da Informação e Comunicação (TDIC) na educação estão cada vez mais presentes nas práticas pedagógicas. Uma ampla literatura científica destaca os impactos positivos na aprendizagem de ambos os elementos. No entanto, o número de professores que fazem o uso conjugado e simultâneo dessas ainda é baixo. Nesse sentido, este artigo descreve um novo paradigma de aprendizagem, conhecido como Aprendizagem Tecnológica Ativa (ATA), que é apoiado pelo uso combinado das tecnologias digitais e das metodologias ativas. Para isso, realizou-se uma pesquisa qualitativa considerando uma abordagem descritiva, interpretativa e dedutiva, possibilitando compreender os fenômenos dentro de seu contexto, descobrindo ligações entre conceitos, bem como determinando características do modelo da aprendizagem tecnológica ativa. Os resultados desta pesquisa apontam que o modelo proposto pode ajudar a refletir sobre o uso das TDIC articulada com as metodologias ativa...
Research Interests: Computer Science, Information Technology, Educational Technology, Active Learning, Experiential Learning (Active Learning), and 14 moreDesign thinking, Coaching with Methodology Actives of Learning, Digital Technologies, Educação, Tecnologia educacional, Peer to Peer, Flipped Classroom, Tecnologia da Informação e Comunicação, Metodologia do Ensino de Matemática, Active Methodologies, Metodologías Activas, Tecnologías Digitales, Tecnologias Na Educação, and Metodologias Ativas De Aprendizagem
Com o objetivo de analisar a elaboração de histórias em quadrinhos (HQs) utilizando duas ferramentas da Web 2.0 (Pixton e ToonDoo), este artigo relata os resultados de uma investigação realizada com sessenta e quatro (64) estudantes de... more
Com o objetivo de analisar a elaboração de histórias em quadrinhos (HQs) utilizando duas ferramentas da Web 2.0 (Pixton e ToonDoo), este artigo relata os resultados de uma investigação realizada com sessenta e quatro (64) estudantes de química de uma universidade pública. Para contemplar o objetivo central da pesquisa, uma abordagem qualitativa, consideramos o estudo de caso em três etapas. Primeiramente os estudantes elaboraram HQs sobre conteúdos de química. Após a elaboração, foi aplicado um questionário que teve por objetivo avaliar o material produzido e as percepções dos estudantes. Ao final da atividade, os estudantes apresentaram um seminário propondo estratégias didáticas para a incorporação das HQs no processo de ensino e aprendizagem de química. Os resultados indicaram uma postura favorável dos estudantes ao uso de HQs como estratégia para o ensino de conceitos químicos. Além disso, os resultados apontam que a elaboração das HQs possibilitou aos estudantes experimentarem ...
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O podcast, como uma forma de publicação de áudio, vídeo e imagens na web, apresenta-se como uma promissora tecnologia para a sociedade e, particularmente, na Educação. Este artigo analisa a produção de podcasts educacionais por estudantes... more
O podcast, como uma forma de publicação de áudio, vídeo e imagens na web, apresenta-se como uma promissora tecnologia para a sociedade e, particularmente, na Educação. Este artigo analisa a produção de podcasts educacionais por estudantes do ensino médio sobre língua portuguesa na comunicação verbal. Na linha qualitativa, a presente pesquisa pode ser inserida como um estudo de caso, a fim de melhor elucidar o problema proposto. O estudo analisou como os alunos se apropriaram dos podcasts na construção de seu conhecimento. Os resultados coletados mostram uma postura favorável dos estudantes frente à elaboração e utilização de podcasts educacionais de língua portuguesa. Ademais, apontam que a elaboração possibilitou-lhes experimentarem diferentes contextos de aprendizagem, principalmente, por considerarmos que a atividade proposta está relacionada com o uso de tecnologias digitais.
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Page 1. IE 2010 Congreso Iberoamericano de Informática Educativa Jaime Sánchez, Editor Santiago, Chile, 2010 CONTRIBUIÇÃO DA WEB 2.0 NO ENSINO DE QUÍMICA Bruno Silva Leite Departamento de Educação Universidade ...
Design Thinking (DT) is an active methodology that can be approached in Education in three different fields (teaching and learning strategy; problem-solving methodology; and innovation approach). DT is presented in this work as a teaching... more
Design Thinking (DT) is an active methodology that can be approached in Education in three different fields (teaching and learning strategy; problem-solving methodology; and innovation approach). DT is presented in this work as a teaching and learning strategy that can develop critical thinking, empathy, and engagement skills. This research aimed to apply and evaluate the development of DT to Chemistry content with high school students. Exploratory and qualitative, the work was carried out in two steps: (1) a Survey of the possibilities for implementing the DT and; (2) Development and evaluation of the DT teaching strategy linked to environmental and sustainable chemistry content. The results indicate that its application can favor interaction between students and teachers, with students as the primary agents of their learning process. Finally, the use of Design Thinking contributed to teaching Chemistry creatively and empathetically, allowing the development of meaningful learning.
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The progress of Science and technology increasingly intensifies in the social, economic, and political spheres. In this context, Science Dissemination (SD) assumes a significant social role, since citizens are shown what is... more
The progress of Science and technology increasingly intensifies in the social, economic, and political spheres. In this context, Science Dissemination (SD) assumes a significant social role, since citizens are shown what is being developed in the context of scientific research. This work aimed to investigate how the scientific dissemination process of Chemistry occurs on Instagram pages, being a case study with a qualitative approach. For this, we carried out a semi-structured interview with 8 page administrators from this social network and analyzed the data through content analysis. The results show that there is the occurrence of SD in some of the analyzed pages, in addition to pointing out that contextualization, playfulness, engagement, and planning of the publication are elements taken into account in the production of content. Furthermore, it was observed that the best time to post the material was given by Instagram'sown algorithm. Likewise, lack of time was evaluated as an obstacle to the creation of content to be disseminated on the pages. Finally, this study presents the importance of SD through Instagram, as well as the need for research that articulates SD with Chemistry teaching.
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In recent years, technological advances have significantly transformed educational practices. The development and adoption of Artificial Intelligence (AI) chatbots in education have recently generated widespread interest from teachers and... more
In recent years, technological advances have significantly transformed educational practices. The development and adoption of Artificial Intelligence (AI) chatbots in education have recently generated widespread interest from teachers and students. In this context, this research aimed to evaluate the potential of AI resources as an auxiliary instrument in improving dissertation-argumentative essays prepared by second-year high school students on Ecology. This is qualitative research, specifi-cally of the action research type, conducted through three stages. The results show that chatbots can be used as complementary resources in the classroom, in addi-tion to having the potential to optimize the construction of knowledge. Finally, it was observed that chatbots were able to facilitate the application of content and make assessments more engaging and productive.
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The present study aimed to investigate how the multimodal meme genre has been mobilized in tests in the area of Natural Sciences (Chemistry, Physics, and Biology), using as material for analysis the traditional and serial entrance exams... more
The present study aimed to investigate how the multimodal meme genre has been mobilized in tests in the area of Natural Sciences (Chemistry, Physics, and Biology), using as material for analysis the traditional and serial entrance exams of state and federal public universities applied in the recent years (from 2001 to 2021), using the Revised Bloom's Taxonomy. This is a qualitative-quantitative, documentary-type research, perfomed through data collection and analysis. The results show that only five memes were present in the tests analyzed and that three of the identified memes presented the dimension of effective/factual knowledge, while the other two, in turn, expressed conceptual knowledge. The dimensions of the perceived cognitive processes concern the first three levels: remember (level 1), understand (level 2), and, finally, apply (level 3) through problematization, in a humorous way. Regarding the content covered in the memes, four are from Chemistry (acids and bases; general characteristics of the liquid state; periodic properties; covalent bonds), and one is from Biology (cytology: cytoplasmic organelles). We did not find any memes focused on the area of Physics. The study also revealed an initial number of memes in the entrance exams of the universities analyzed, thus pointing to the need for a more comprehensive promotion and investigation of this digital culture artifact.
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O presente estudo objetivou investigar como o gênero multimodal meme tem sido mobilizado em provas da área de Ciências da Natureza (Química, Física e Biologia), tendo como material de análise as provas de vestibulares tradicionais e... more
O presente estudo objetivou investigar como o gênero multimodal meme tem sido mobilizado em provas da área de Ciências da Natureza (Química, Física e Biologia), tendo como material de análise as provas de vestibulares tradicionais e seriados das universidades públicas estaduais e federais aplicadas nos últimos vinte anos (de 2001 a 2021), fazendo uso, para isso, da Taxonomia de Bloom Revisada. Trata-se de uma pesquisa quali-quantitativa, do tipo documental, realizada por meio de levantamento e análise dos dados. Os resultados mostram que apenas cinco memes estavam presentes nas provas analisadas e que três dos memes identificados apresentavam a dimensão do conhecimento efetivo/factual, enquanto os outros dois, por sua vez, manifestavam conhecimento conceitual. Já as dimensões dos processos cognitivos percebidas dizem respeito aos três primeiros níveis, sendo eles: lembrar (nível 1), entender (nível 2) e, por fim, aplicar (nível 3), mediante a problematização, de forma humorada. Em relação aos conteúdos abordados nos memes, quatro são da Química (ácidos e bases; características gerais do estado líquido; propriedades periódicas; ligações covalentes) e um da Biologia (citologia: organelas citoplasmáticas). Não foram encontrados memes voltados para a área da Física. O estudo relevou, também, um número incipiente de memes nos vestibulares das universidades analisadas, apontando, com isso, para a necessidade de uma maior promoção e investigação deste artefato da cultura digital.
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This research aimed to analyze the contribution of an Instagram profile created to share digital didactic resources for Chemistry teaching, from the perspective of high school students. The results indicate that the functions most used... more
This research aimed to analyze the contribution of an Instagram profile created to share digital didactic resources for Chemistry teaching, from the perspective of high school students. The results indicate that the functions most used by students to understand a certain Chemistry subject were class slides, Memes, and experiment videos. Furthermore, students pointed out that Instagram was an interesting resource that contributed to their learning process through the availability of digital didactic resources produced by the teacher, allowing them to review, interact, and understand the content covered in the classroom
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The Chemistry textbook (CT) is a resource present in everyday school life, being part of teaching planning and the student's teaching and learning process. Currently, as several researches are carried out on CT, it is pertinent to... more
The Chemistry textbook (CT) is a resource present in everyday school life, being part of teaching planning and the student's teaching and learning process. Currently, as several researches are carried out on CT, it is pertinent to understand how this resource has been investigated. Therefore, this paper aims to carry out a survey of the main themes investigated in research on CT over 10 years in scientific journals, and the last three proceedings of two national scientific events. The research is characterized as an exploratory bibliographic review occurring in three stages: (1) survey of research in journals with Qualis A1, A2, and B1; (2) survey of work in scientific events; (3) categorization of the most studied topics through the content analysis proposed by Bardin. The results reveal nine categories present in the 114 analyzed works and show that the most explored category in research involving CT is the study of "chemical content". In contrast, research dealing with "teaching practices regarding the CT," the "use of the CT," and "teacher conceptions of the CT" are observed to a lesser extent. In the survey carried out, it was possible to identify the categories most used in studies on CT and the current stage of research on this didactic resource, considering that research on CT is necessary, due to the fact that textbooks are present in the teaching and learning process in the several Brazilian schools.
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Design Thinking (DT) is an active methodology that supports the construction of knowledge. Students play an active role in the learning process, and the teacher serves as a mediator. The goal of this study is to investigate, using design... more
Design Thinking (DT) is an active methodology that supports the construction of knowledge. Students play an active role in the learning process, and the teacher serves as a mediator. The goal of this study is to investigate, using design thinking (DT) as a teaching methodology, how undergraduate students of Chemistry at a federal university went about creating prototypes to address environmental issues. A case study and a qualitative methodology were used in the three stages of the investigation to describe the steps students took to address environmental issues. The data analysis employed techniques from discursive textual analysis. Based on the results, it can be concluded that students utilized prior knowledge, their own cultural, economic, and social experiences, as well as their knowledge of chemicals, during DT.
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The use of artificial intelligence (AI) in education is a current topic and in Chemistry teaching it has the potential to offer some benefits. This article is the first attempt to show that activities involving Chemistry can be... more
The use of artificial intelligence (AI) in education is a current topic and in Chemistry teaching it has the potential to offer some benefits. This article is the first attempt to show that activities involving Chemistry can be accelerated with the help of AI. This is a propaedeutic study that aimed to analyze the contributions of the ChatGPT AI in defining chemical concepts. The research was conducted in the virtual environment of the chatbot and was carried out in four stages. The results show that ChatGPT can be used in Chemistry teaching as an aid to the teaching and learning process. Additionally, depending on the chemical concept, AI provided coherent answers but could lead students to difficulties in understanding. Finally, the use of ChatGPT in Chemistry teaching needs to be guided by a process of reflection, so that from the AI's responses, students present critical thinking, the teacher considers it as just another resource in Chemistry teaching, besides other actions that can be developed in Chemistry teaching to ensure that the ChatGPT AI is used ethically and responsibly.
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The Pedagogical Residency Program (PRP) is an auxiliary space for carrying out training practices in schools, seeking to improve the training of students in undergraduate courses and teachers of basic education. Thus, this study aims to... more
The Pedagogical Residency Program (PRP) is an auxiliary space for carrying out training practices in schools, seeking to improve the training of students in undergraduate courses and teachers of basic education. Thus, this study aims to understand the perceptions about participation in the PRP and about the contributions to professional training presented by three Chemistry teachers. For this, we carried out semi-structured interviews and performed data analysis seeking to identify the meanings expressed by the teachers using Bardin’s Content Analysis technique. The results show that, for teachers, participation in the PRP brought development to the school and to their own professional training. For them, the PRP activities contributed to the formation due to the contact with new strategies. However, teachers also felt a lack of greater attention and guidance of activities by the PRP supervisors.
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This research aimed to analyze the videos produced for chemistry teaching on the most accessed pages of YouTube in the year 2021. In this way, we investigated which contents, types of videos, and principles of Mayer's multimedia learning... more
This research aimed to analyze the videos produced for chemistry teaching on the most accessed pages of YouTube in the year 2021. In this way, we investigated which contents, types of videos, and principles of Mayer's multimedia learning were present in the audiovisual productions of these pages. The research was carried out in four stages: (1) selection of pages on the YouTube platform; (2) classification of channels; (3) analysis of the Chemistry content covered in the channels; (4) analysis of Mayer's multimedia learning principles and the types of videos classified by Moran, relating the exposure of contents and intrinsic characteristics worked in the videos. The results showed that at least five multimedia learning principles are present in the productions. In addition, we observed that video as integration was the most discussed in the productions of channels, followed by video as teaching content.
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Social networks provide an environment for direct and rapid communication to a broad audience engaged with their personal (and academic) interests. In particular, YouTube provides a rich environment through which chemistry teachers and... more
Social networks provide an environment for direct and rapid communication to a broad audience engaged with their personal (and academic) interests. In particular, YouTube provides a rich environment through which chemistry teachers and students can engage and build knowledge. In this sense, this research aimed to analyze the types of engagements present in the videos produced for the Chemistry teaching in the most accessed channels on the YouTube platform in the year 2021, in addition to identifying the principles of multimedia learning and the types of videos present. For this, the research was carried out in four stages: (I) selection of pages on the YouTube platform; (II) classification of channels from content creators; (III) Analysis of multimedia learning principles and types of videos; (IV) analyze the types of engagement presented in the channel's videos. The results showed that three types of engagements were observed in the analyzed channels, emotional and cognitive engagements the most present. On the other hand, at least five principles of multimedia learning were observed in the videos and video as integration was the most discussed in the productions of the channels.
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The use of Digital Technologies in education contributes to the teaching and learning process. Among the various technologies, podcasting is an important resource that can be used in the classroom. In this sense, this research presents... more
The use of Digital Technologies in education contributes to the teaching and learning process. Among the various technologies, podcasting is an important resource that can be used in the classroom. In this sense, this research presents the appropriation of podcasting by 49 students from a degree course in Chemistry at a public university. The activity was divided into four moments: (i) theoretical discussions about podcasting with students; (ii) elaboration of podcasts for Chemistry teaching; (iii) proposition of strategies/activities for the use of podcasting in Chemistry teaching; (iv) presentation of a seminar explaining the objectives of the developed podcasting. In all, 16 podcasts were prepared by students covering different contents of Chemistry. The results show, in addition to the technical aspects and other properties of podcasting, that its development can contribute to the knowledge construction process of students.
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Chemistry has sometimes been one of the biggest challenges for some teachers. One of the alternatives that have stood out in educational processes is Gamification. This study presents the construction and application of a gamified... more
Chemistry has sometimes been one of the biggest challenges for some teachers. One of the alternatives that have stood out in educational processes is Gamification. This study presents the construction and application of a gamified activity (GA) for teaching contextualized radioactivity content. The research was developed in three stages: i) a bibliographical review on gamification in Chemistry Teaching in articles published in journals with Qualis A and B (CAPES Teaching area) from 2013 to 2016; ii) development of a GA involving radioactivity; iii) application of the GA. As the research was qualitative, the results showed that only eight articles discussed gamification in Chemistry Teaching and that only one article involved the content of radioactivity and gamification. With the data from the review, it was possible to identify which elements of the games were more present in the studies, con-tributing to the elaboration of the GA “Mandacaru Radioativa” to provide the construction of chemical knowledge about radioactivity. Concerning Mandacaru Radioativa, an evaluation of the activity was also carried out, preliminarily, identifying its contributions to the teaching and learning processes of Radioactivity and its approximation with the assumptions by Active Technological Learning (ATL).
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Active methodologies allow multiple possibilities in the teaching and learning process, seeking to overcome pedagogical practices that do not involve students. One of the active methodologies that can contribute is gamification, allowing... more
Active methodologies allow multiple possibilities in the teaching and learning process, seeking to overcome pedagogical practices that do not involve students. One of the active methodologies that can contribute is gamification, allowing the use of multiple resources, valuing 21st century skills and abilities. To understand how gamification is being approached in the Chemistry teaching, the objective of conducting a systematic literature review (SLR) emerges, highlighting how this methodology is being inserted, which strategies and theories are used, in addition to the contributions to the Chemistry teaching. The research is based on qualitative analysis, following a rigorous itinerary of SLR: (I) research strategy, (II) study selection criteria, (III) study selection, (IV) analysis of selected works, (V) data collection and summary and analysis of information. In this sense, the research was carried out in 2811 journals classified A and B by Qualis-CAPES, in the Teaching area, in addition to the analysis of theses and dissertations available in the Brazilian Digital Library of Theses and Dissertations published in the period from 2010 to 2020. The results showed that of the 26 studies found, only four answered the pre-established criteria. In the analysis of these works, it is observed that Gamification in the Chemistry teaching follows similar strategies, with the qualitative approach being the center of research on the subject, although weaknesses regarding conceptual, theoretical and practical discussions are found. In addition, studies indicate that Gamification contributes to the Chemistry teaching, having as its main characteristic, student engagement
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Chemistry Teaching (CT), in some concepts, is considered very difficult, due to the high degree of abstraction. In this scenario, successful experiences can be provided that overcome these gaps, and with the application... more
Chemistry Teaching (CT), in some concepts, is considered very difficult, due to the high degree of abstraction. In this scenario, successful experiences can be provided that overcome these gaps, and with the application ofEducational Digital Games (EDG) they can favor the improvement of personal constructs. In this way, this research will investigate, through a Systematic Literature Review (SLR), the core of the articles on JDE in the EQ in the annals of SBGames (2010 to 2020). The data discussed show that there is a small number-terrifyingly points out -, and there are still few works to discuss theoretical contributions, showing the opportunity for new scientific research to deepen the learning theories that anchor their EDG
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Digital information and communication technologies have been corroborating the (re)significance of the teaching and learning process in Chemistry, Physics, and Biology. The multimodal meme genre is the result of this technological advance... more
Digital
information and communication technologies have been corroborating the (re)significance of the teaching and learning process in Chemistry, Physics, and Biology. The multimodal meme genre is the result of this technological advance and has contributed to the construction of knowledge in Science by a multifaceted audience. In this sense, this article aims to analyze how memes have been used in the field of Natural Sciences through a systematic review of the literature. It is an exploratory, descriptive, and bibliographic research, with a quali-quantitative approach, which uses articles from Qualis A1, A2, B1, B2, and B3 journals in the field of Teaching as a corpus of research. Data analysis took place in the light of content analysis proposed by Laurence Bardin. The systematic review enabled the identification of six articles including the use of memes in both formal and informal settings, such as elementary schools and universities, as well as social media and museums. The findings indicate that memes are of great relevance to the learning of Natural Sciences. Because they act as catalysts in the dissemination of Science, they are widely accepted, rich in meanings, dynamic and current, in addition to corroborating with the participants' formation of scientific knowledge. However, studies in this field of research are incipient, revealing an emerging need to promote research and reflections on this digital resource.
information and communication technologies have been corroborating the (re)significance of the teaching and learning process in Chemistry, Physics, and Biology. The multimodal meme genre is the result of this technological advance and has contributed to the construction of knowledge in Science by a multifaceted audience. In this sense, this article aims to analyze how memes have been used in the field of Natural Sciences through a systematic review of the literature. It is an exploratory, descriptive, and bibliographic research, with a quali-quantitative approach, which uses articles from Qualis A1, A2, B1, B2, and B3 journals in the field of Teaching as a corpus of research. Data analysis took place in the light of content analysis proposed by Laurence Bardin. The systematic review enabled the identification of six articles including the use of memes in both formal and informal settings, such as elementary schools and universities, as well as social media and museums. The findings indicate that memes are of great relevance to the learning of Natural Sciences. Because they act as catalysts in the dissemination of Science, they are widely accepted, rich in meanings, dynamic and current, in addition to corroborating with the participants' formation of scientific knowledge. However, studies in this field of research are incipient, revealing an emerging need to promote research and reflections on this digital resource.
Research Interests:
Digital information and communication technologies have been corroborating the (re)significance of the teaching and learning process in Chemistry, Physics, and Biology. The multimodal meme genre is the result of this technological advance... more
Digital information and communication technologies have been corroborating the (re)significance of the teaching and learning process in Chemistry, Physics, and Biology. The multimodal meme genre is the result of this technological advance and has contributed to the construction of knowledge in Science by a multifaceted audience. In this sense, this article aims to analyze how memes have been used in the field of Natural Sciences through a systematic review of the literature. It is an exploratory, descriptive, and bibliographic research, with a quali-quantitative approach, which uses articles from Qualis A1, A2, B1, B2, and B3 journals in the field of Teaching as a corpus of research. Data analysis took place in the light of content analysis proposed by Laurence Bardin. The systematic review enabled the identification of six articles including the use of memes in both formal and informal settings, such as elementary schools and universities, as well as social media and museums. The findings indicate that memes are of great relevance to the learning of Natural Sciences. Because they act as catalysts in the dissemination of Science, they are widely accepted, rich in meanings, dynamic and current, in addition to corroborating with the participants' formation of scientific knowledge. However, studies in this field of research are incipient, revealing an emerging need to promote research and reflections on this digital resource.
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This study describes the analysis of the perception of elementary school students regarding a Gamified activity with 21 9th grade Science students from a municipal school in Conceição/PB, in which data were collected through a... more
This study describes the analysis of the perception of elementary school students regarding a Gamified activity with 21 9th grade Science students from a municipal school in Conceição/PB, in which data were collected through a questionnaire. The results show that gamification has become a prominent path for the teaching and learning process, in which great acceptability by students was identified during the activity.
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A utilização das Tecnologias Digitais de Informação e Comunicação (TDIC), em especial dos Recursos Didáticos Digitais (RDD), tem transformado muitas práticas docentes contribuindo para a construção do conhecimento dos seus estudantes.... more
A utilização das Tecnologias Digitais de Informação e Comunicação (TDIC), em especial dos Recursos Didáticos Digitais (RDD), tem transformado muitas práticas docentes contribuindo para a construção do conhecimento dos seus estudantes. Neste sentido, essa pesquisa tem por objetivo investigar a percepção dos estudantes de uma escola pública na utilização do aplicativo para dispositivo móvel denominado FoQ1 Química nos estudos da Química. Para isso, a pesquisa apresenta um estudo de caso realizado com 75 estudantes de quatro turmas do ensino médio (duas turmas do primeiro ano e duas turmas do segundo ano). A pesquisa foi realizada em quatro (4) etapas: (1) apresentação do app FoQ1 Química; (2) aplicação de um questionário avaliativo; (3) realização de uma entrevista não-diretiva; (4) análise das respostas do questionário avaliativo e da entrevista não-diretiva. Os resultados mostram que o aplicativo FoQ1 Química pode ser um RDD auxiliar no processo de ensino e aprendizagem da Química, ...
Research Interests: Psychology, Chemistry, Physical Chemistry, ICT in Education, Mobile Application, and 11 moreQuímica, TICs aplicadas a la Educacion, Ensino de Química, Aplicativos Para Dispositivos Móveis, Enseñanza y aprendizaje de la química, Directive, Chemistry Teaching, Aplicativo Móvel, TDIC, dict, and Aplicación móvil
Digital technologies are increasingly present in the education and teaching of Chemistry is no different. In view of the gaps inherent to experimentation in the school context, this research has as main objective to investigate if there... more
Digital technologies are increasingly present in the education and teaching of Chemistry is no different. In view of the gaps inherent to experimentation in the school context, this research has as main objective to investigate if there are applications that can be used in a Digital Experimentation in Chemistry (DEC). For this, the research was carried out in four stages (survey of articles about DEC; Google play search for applications involving experimentation; selection and analysis of applications). The results show few studies on DEC in basic education, in addition to observing that in relation to applications, only the PhET simulations contemplated the established criteria and was related to the pillars of Active Technological Learning.
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Digital technologies have promoted considerable changes in various sectors of society, providing new forms of interaction and communication. Thus, the use of digital technologies (especially mobile devices) allows the user to access a... more
Digital technologies have promoted considerable changes in various sectors of society, providing new forms of interaction and communication. Thus, the use of digital technologies (especially mobile devices) allows the user to access a greater amount of information that if well planned, can contribute to the construction of knowledge. Among the various resources and applications available, messaging applications are the most used by society. Initially designed for communication between people, they can now be performing an important role in the teaching and learning process. In this sense, this research aimed to investigate how WhatsApp® and Telegram® messaging applications are being used in the teaching of Natural Sciences (Biology, Physics, and Chemistry) and what are their contributions. For this, we carried out, in five stages, a systematic literature review in three databases (Google Scholar, Portal de Periódicos da CAPES, and the Brazilian Digital Library of Theses and Dissertations). As a result, we obtained a quantitative of nine works that attended the pre-established criteria, however, no works were found that used Telegram® in a pedagogical perspective. Through the analysis and description of the works, we observed that WhatsApp® has been used as a pedagogical resource, with most of its functions being explored. However, the low number of works found involving WhatsApp®, in addition to the lack of publications with Telegram® in the teaching of Natural Sciences, indicates the need for more research related to these applications in the teaching of Biology, Physics, and Chemistry. These new researches can help us to better understand what are the positives and negatives of using messaging applications in the knowledge construction process.
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This paper aimed to analyse the usability and possibilities of adigital gamethatinvolvesthe content of organic functions in organic chemistry teaching byusingmobile devices. From the methodological point of view, the research uses a... more
This paper aimed to analyse the usability and possibilities of adigital gamethatinvolvesthe content of organic functions in organic chemistry teaching byusingmobile devices. From the methodological point of view, the research uses a mixed-type approach, treating a case study with an exploratory sequential design, carried out in four stages. Participated in this research Chemistry undergraduate students of Federal University of Acrethat, after the didactic interventions, answered four evaluative questionnaires about the activities carried out. The results of the research indicate that, depending on the mode of use, the application can be a complementary resource in the teaching and learning process of organic chemistry, while generating a competitive and stimulating environment among students, who were receptive to use of digital games.
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Este manual tem como objetivo principal auxiliá-lo(a) no roteiro de aulas práticas digitais de Química na educação básica utilizando-se da Experimentação Digital de Química (EDQ). Este guia foi desenvolvido considerando-se a realidade... more
Este manual tem como objetivo principal auxiliá-lo(a) no roteiro de aulas práticas digitais de Química na educação básica utilizando-se da Experimentação Digital de Química (EDQ). Este guia foi desenvolvido considerando-se a realidade educacional no ensino de Ciências da Natureza das escolas públicas brasileiras, podendo inclusive também ser aplicado na rede privada de ensino. O Manual para a Experimentação Digital de Química (EDQ) oferta aos docentes a possibilidade de realizarem atividades experimentais de Química respaldadas nas Tecnologias Digitais da Informação e Comunicação (TDIC) com seus estudantes. Para guiar-lhe na aplicação desta intervenção didática foi desenvolvido este manual técnico que poderá auxiliar você nessa etapa. Use o manual, adote a EDQ e avalie como transcorrerá a aprendizagem de seus discentes.
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Nesta obra, os mais influentes pesquisadores em tecnologias na educação da atualidade apresentam teorias, modelos, estratégias de uso das tecnologias digitais no ensino. O livro é feito por professores e para professores (e estudantes)... more
Nesta obra, os mais influentes pesquisadores em tecnologias na educação da atualidade apresentam teorias, modelos, estratégias de uso das tecnologias digitais no ensino. O livro é feito por professores e para professores (e estudantes) que terão a oportunidade de aprenderem a partir de pesquisas e experiências reais. A expectativa é apresentar aos professores possibilidades de integração das tecnologias digitais as suas práticas pedagógicas. As reflexões realizadas pelos professores tiveram como ponto de partida os resultados das investigações em seus grupos de pesquisa.
O uso das Tecnologias Digitais na Educação, tema bastante atual no Brasil, é tratado nesta obra por meio da abordagem de aspectos teóricos e suas aplicações. O livro aprofunda as diferentes abordagens que podem incentivar a apropriação das tecnologias digitais, além de apresentar uma visão geral do que vem sendo pesquisado e praticado na área das tecnologias digitais na Educação.
O livro é composto de 15 capítulos divididos em duas partes: na primeira parte, do capítulo 1 ao capítulo 9, as discussões giram em torno de aspectos teóricos e de formação sobre as tecnologias digitais. A segunda parte, do capítulo 10 ao capítulo 15, conta com um arcabouço de casos bem-sucedidos apresentando relatos de experiências exitosas que podem servir como referência para a aplicação nos processos de ensino e aprendizagem nas mais diversas áreas do conhecimento.
É um livro para pesquisadores e interessados em aplicar as tecnologias digitais na educação e um valioso recurso para todos aqueles que lidam com as tecnologias digitais de informação e comunicação no seu dia a dia. Além de buscar preencher as lacunas identificadas em relação às temáticas pouco exploradas nas referências nacionais sobre o uso e a implementação das tecnologias digitais na educação. O livro pode ser utilizado como subsidio para professores e estudantes das diversas áreas do conhecimento que busquem aprofundar mais o universo das pesquisas envolvendo as tecnologias digitais, assim como divulgar e refletir sobre algumas experiências exitosas já realizadas em âmbito nacional e internacional, que podem ser reproduzidas e readaptadas em diferentes contextos de aplicação, conforme à necessidade destes. Além disso, as nuances existentes na apropriação das tecnologias digitais nos diferentes níveis de ensino contribuirão para que professores e/ou estudantes conheçam e se inspirem nas diversas possibilidades de aplicação na Educação.
Este livro é leitura complementar de disciplinas voltadas para o uso das tecnologias digitais na Educação, em especial aquelas ofertadas nos cursos de graduação em licenciatura e pós-graduação.
O uso das Tecnologias Digitais na Educação, tema bastante atual no Brasil, é tratado nesta obra por meio da abordagem de aspectos teóricos e suas aplicações. O livro aprofunda as diferentes abordagens que podem incentivar a apropriação das tecnologias digitais, além de apresentar uma visão geral do que vem sendo pesquisado e praticado na área das tecnologias digitais na Educação.
O livro é composto de 15 capítulos divididos em duas partes: na primeira parte, do capítulo 1 ao capítulo 9, as discussões giram em torno de aspectos teóricos e de formação sobre as tecnologias digitais. A segunda parte, do capítulo 10 ao capítulo 15, conta com um arcabouço de casos bem-sucedidos apresentando relatos de experiências exitosas que podem servir como referência para a aplicação nos processos de ensino e aprendizagem nas mais diversas áreas do conhecimento.
É um livro para pesquisadores e interessados em aplicar as tecnologias digitais na educação e um valioso recurso para todos aqueles que lidam com as tecnologias digitais de informação e comunicação no seu dia a dia. Além de buscar preencher as lacunas identificadas em relação às temáticas pouco exploradas nas referências nacionais sobre o uso e a implementação das tecnologias digitais na educação. O livro pode ser utilizado como subsidio para professores e estudantes das diversas áreas do conhecimento que busquem aprofundar mais o universo das pesquisas envolvendo as tecnologias digitais, assim como divulgar e refletir sobre algumas experiências exitosas já realizadas em âmbito nacional e internacional, que podem ser reproduzidas e readaptadas em diferentes contextos de aplicação, conforme à necessidade destes. Além disso, as nuances existentes na apropriação das tecnologias digitais nos diferentes níveis de ensino contribuirão para que professores e/ou estudantes conheçam e se inspirem nas diversas possibilidades de aplicação na Educação.
Este livro é leitura complementar de disciplinas voltadas para o uso das tecnologias digitais na Educação, em especial aquelas ofertadas nos cursos de graduação em licenciatura e pós-graduação.
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Capítulo 1 - Aprendizagem tecnológica ativa na educação: possibilidades de uso das tecnologias digitais com as metodologias ativas. Livro: Leitura e escrita no mundo digital: desafios e oportunidades para alunos e professores.... more
Capítulo 1 - Aprendizagem tecnológica ativa na educação: possibilidades de uso das tecnologias digitais com as metodologias ativas.
Livro: Leitura e escrita no mundo digital: desafios e oportunidades para alunos e professores.
Organizadores: J. B. Bottentuit Junior; C. Furtado; C. M. A. Percegueiro.
Editora: EDUFMA
Livro: Leitura e escrita no mundo digital: desafios e oportunidades para alunos e professores.
Organizadores: J. B. Bottentuit Junior; C. Furtado; C. M. A. Percegueiro.
Editora: EDUFMA
Research Interests:
Os Recursos Didáticos Digitais nas salas de aula têm modificado as formas da sociedade se comunicar, relacionar e aprender. Recentemente, nos últimos anos, o podcast tem se destacado sobremaneira na tecnologia educacional, permitindo que... more
Os Recursos Didáticos Digitais nas salas de aula têm modificado as formas da sociedade se comunicar, relacionar e aprender. Recentemente, nos últimos anos, o podcast tem se destacado sobremaneira na tecnologia educacional, permitindo que esta nova tecnologia possa criar novas oportunidades no processo de ensino e aprendizagem. Neste trabalho destacaremos a elaboração de um podcast por estudantes do ensino médio envolvendo discussões sobre cinética química, com o objetivo de oferecer mais um recurso para o processo de ensino e aprendizagem. Este podcast pode ser visualizado no site do LEUTEQ.
Research Interests:
Este artigo apresenta o resultado de uma pesquisa de levantamento de literatura sobre a teoria do Conectivismo (criada por George Siemens e Stephen Downes) aplicada na educação no século XXI. Abordamos também o suporte teórico dessa... more
Este artigo apresenta o resultado de uma pesquisa de levantamento de literatura sobre a teoria do Conectivismo (criada por George Siemens e Stephen Downes) aplicada na educação no século XXI. Abordamos também o suporte teórico dessa teoria de aprendizagem que propõe um aprendizado mediado pela tecnologia. Partindo desse contexto, a aprendizagem deve ocorrer formal e informalmente por meio das conexões estabelecidas nas redes em que o aprendiz se motiva ao estabelecer relação com o que é realmente significativo e ao interagir com outros compartilhando assim o conhecimento construído.