Ensino na Educação Básica

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http://repositorio.ufes.br/handle/10/17608
Programa de Pós-Graduação em Ensino na Educação Básica

Centro: CEUNES
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URL do programa: http://www.ensinonaeducacaobasica.ufes.br/apresenta%C3%A7%C3%A3o-0

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Navegando Ensino na Educação Básica por Assunto "Active methodology"

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    Proposta de uma metodologia de ensino inspirada nos métodos pensar-emparelhar-compartilhar e instrução por pares : uma implementação para o ensino de indução eletromagnética
    (Universidade Federal do Espírito Santo, 2018-07-03) Ferreira, Maria Inês Aparecida; Alvarenga, Flávio Gimenes; Nicolin, Emmanuel Marcel Favre; Loyola, Gustavo Viali; Pereira, Marcia Regina Santana
    In this work we use the active methodology, which proposes a more student-oriented teaching aiming to make it more participative, critical and autonomous. To do this, we draw on two active methods, Think-Pair-Share and Peer-to-Peer Education, and create a method where we use conceptual tests to encourage conceptual learning and engage students in a supportive environment to motivate them to learn. We implemented the method in four classes of higher education of the Federal University of Espírito Santo, on the campus of the city of São Mateus, in three classes, with the content of electromagnetic induction. The classes were divided in stages and counted on the execution of experiments, presentation of the content, made from previously constructed slides and execution of the method, where the students answered five tests, first individually and then in a group. In the last class we performed a final test containing nine conceptual questions with all presented content. For the data, we used the method of content analysis, proposed by Laurence Bardin, for a reflexive analysis regarding the interpretation of the collected data and, from this, we made assumptions about the difficulties that the students have about the content. We asked them to give their opinion about the method and we used them, along with our observations in the lessons, to study the impacts that the method provided. We saw that the method was well accepted, this was well highlighted in the students' opinions. Their attitude in the room, where they were participatory and interested, reinforced this conclusion. In most conceptual tests there was an increase in the number of correct answers after the students had gathered. The final test served to reflect on the continuity of students' studies outside the classroom and how we can encourage them at that point. We conclude that the method has brought improvements in the communication, participation, argumentation and active presence of students in the classroom, and with this, we see good perspectives to continue the studies and applications of this and other methods.