Educational software for use in high school to facilitate meanningful and cooperative learning of functions / O uso de software educativo no ensino mÃdio para facilitar a aprendizagem significativa e cooperativa de funÃÃes

AUTOR(ES)
FONTE

IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia

DATA DE PUBLICAÇÃO

10/12/2010

RESUMO

Despite the relevance of studying the subject function, due to the wide application to various interdisciplinary areas of knowledge, students and teachers have difficulties to promote the development of teaching and learning. This research investigates pedagogical strategies in order to facilitate the development of the learning process of function, using an educational methodology that values learning and Mathematical Modeling, articulating the operational and pedagogical use of the Educational Software named Modellus. So it was conceive a pedagogical action, which was designed and cooperatively worked with students of a high school, located at the city of Maranguape, in Cearà State. To induce the steps of the pedagogical action, it was conceived an educational proposal, basing on some theoretical assumptions: the Ausubel meaningful learning, the educational computer use, according to Valente constructivist approach and according the learning development model, constructed by the learner and aided by the interactive use of computer, postulated by Almouloud. To work the proposal, this teacher-researcher adopted a qualitative research approach and with characteristics of action research. In the first action in the classroom, it was applied a test, as a tool for student s assessing of prior knowledge on the subject functions. The analysis of these results offered informations to conceive the planning of 16 lessons, divided into 07 stages, with expected total workload of 32 hours. To facilitate students in the classroom the development of mathematical modeling and meaningful learning of the theme functions, it was correlated the educational use of the software Modellus. For this aim, some educational sessions were conceived, mediated by the teacher-researcher, where was emphasized that the students interactively built and analyzed charts according a simple, practical and enjoyable style. Such strategy favored the establishment of the cooperative work between students and teacher in order to encourage and promote the process and interaction student-computer, according the establishment of action, reflection and deputation cycles. Students also developed conceptual maps to organize and structure content and resolution of associated problems. In a following step, a questionnaire was aimed in order to collect data to analyze the learning profile, some pedagogical aspects and the use of technology resources in the classroom. It was observed a progress in the knowledge construction developed by the students, analyzing some results collected on the test, to verify their previous knowledge, and certain learning situations, consolidated by them, while using the Modellus. We conclude that the pedagogical use of computer made the lesson more interesting and attractive, led the students to develop a more facilitative and motivational comprehension of the functionâs contents, stimulated the reflection and encouraged them to develop new skills and attitudes, thereby generating an educational process more contextualized within the twenty-first century reality. Keywords: Education and Mathematical Modeling; Study of Functions; Technology Integration into the Curriculum; Ausubelian Meaningful Learning; Cooperative Learning. Educational Software Modellus

ASSUNTO(S)

software basico concept maps education action research learning mapas conceituais(educaÃÃo) pesquisa-aÃÃo aprendizagem

ACESSO AO ARTIGO

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