2015
DOI: 10.5007/1982-5153.2015v8n1p21
|View full text |Cite
|
Sign up to set email alerts
|

Atividade cooperativa no formato jigsaw: um estudo no ensino superior de química

Abstract: Resumo. Desde o início da década de 1970, a discussão a respeito das formas de organização e da efetividade das atividades didáticas pautadas nos princípios da aprendizagem cooperativa vem se destacando em vários países. No presente trabalho aplicamos uma atividade didática de caráter cooperativo (formato jigsaw), em disciplina de comunicação científica oferecida a graduandos em química, na qual investigamos a dinâmica das interações estabelecidas entre os alunos, dentro dos seus respectivos grupos, a partir d… Show more

Help me understand this report

Search citation statements

Order By: Relevance

Paper Sections

Select...
2
1
1
1

Citation Types

0
4
0
9

Year Published

2016
2016
2024
2024

Publication Types

Select...
6

Relationship

1
5

Authors

Journals

citations
Cited by 7 publications
(13 citation statements)
references
References 5 publications
0
4
0
9
Order By: Relevance
“…Some strategies to the conduction of the collective work might be used; it is suggested, opportunely, for the professor to be responsible for the formation of the groups, to mix the students based on their characteristics. According to Johnson et al (1999) mentioned in Teodoro et al (2015), the educator should distribute the students in groups, considering the homogeneous formation when trying to promote the domain of specific competencies, and heterogeneous to discuss the assignment requested by the professor. Finally, there is an improvement in the comprehension and quality of reasoning.…”
Section: Resultsmentioning
confidence: 99%
“…Some strategies to the conduction of the collective work might be used; it is suggested, opportunely, for the professor to be responsible for the formation of the groups, to mix the students based on their characteristics. According to Johnson et al (1999) mentioned in Teodoro et al (2015), the educator should distribute the students in groups, considering the homogeneous formation when trying to promote the domain of specific competencies, and heterogeneous to discuss the assignment requested by the professor. Finally, there is an improvement in the comprehension and quality of reasoning.…”
Section: Resultsmentioning
confidence: 99%
“…Algumas estratégias para a condução do trabalho coletivo podem ser utilizadas; sugere-se, por oportuno, que o professor se encarregue da formação dos grupos, na intenção de mesclar os estudantes com base em suas características. Segundo Johnson et al (1999) citados em Teodoro et al (2015), o docente deve distribuir os alunos em grupos, considerando a formação homogênea quando se intenta promover domínio de habilidades específicas e heterogênea para discutir a tarefa solicitada pelo professor. No último caso, ocorre um aprofundamento da compreensão e qualidade do raciocínio.…”
Section: Resultsunclassified
“…Thus, to analyze the perceptions about blindness, we chose a priori categories: mystical vision, naive biological, and sociopsychological understanding. To analyze the social interactions, we defined as a priori category collaborative and tutorial (Teodoro, Cabral, & Queiroz, 2015) and emerging interactions: the role of interventions in the group, roles played in the group, students' understandings about group work, and the roles and their influence on interactions. In the third stage, we created descriptive and interpretive texts about each category, which we will present in the next section.…”
Section: Procedures To Obtain and Analyse Qualitative Informationmentioning
confidence: 99%
“…According to Teodoro et al (2015), interactions in educational processes can be characterized as collaborative and tutorial. In the first, the group members also participate in carrying out the activities, while in the second, a member's or the teacher's help to one of the members of the group stands out.…”
Section: Collaborative and Tutorial Interactionsmentioning
confidence: 99%