Contribuição para a questão das tecnologias digitais nos processos de ensino-aprendizagem de música

Aristides, Marcos André Martins; Santos, Regina Márcia Simão

doi:10.33054/abem2018a4006

Cited by 3 publications

(5 citation statements)

References 7 publications

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“…Hoje, a habilidade de colaborar, cocriar e participar de comunidades de aprendizado tornou-se tão crucial quanto a capacidade de operar dispositivos ou programas. Além disso, a era da informação impõe a necessidade de discernimento e análise crítica frente à avalanche de dados que assola o ciberespaço (Aristides;Santos, 2018).…”

Section: A Influência Da Cibercultura Nas Competências Pedagógicasunclassified

“…Ao considerar a formação contínua no ambiente de informação, é imperativo reconhecer não apenas a absorção de novos conteúdos, mas a desenvoltura em novas plataformas, a capacidade de discernimento crítico face à vastidão de informações disponíveis e a habilidade de colaborar e coconstruir conhecimento em espaços virtuais multifacetados. Este processo envolve uma fusão de autodirecionamento, reflexão crítica e interação colaborativa (Aristides;Santos, 2018).…”

Section: A Pedagogia No Contexto Da Ciberculturaunclassified

“…Na esfera online, é crucial que os professores compreendam as dinâmicas dos ambientes virtuais e saibam como orquestrar experiências significativas que aproveitem as ferramentas e recursos à disposição. Esta competência vai além da simples transmissão de conteúdos; envolve a habilidade de criar contextos de imersão, exploração e descoberta no ciberespaço (Aristides;Santos, 2018).…”

Section: A Pedagogia No Contexto Da Ciberculturaunclassified

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The contribution of cyberculture to teacher training

Viana,

Thomé

2023

CLIUM

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This article presents research into the contribution of cyberculture to teacher training. The general objective of this study was to investigate how digital culture influences and redefines pedagogical practices and training, and to achieve this objective, the following specific objectives were established: to analyze the interaction between network culture and teaching competencies, to investigate the reconfiguration of teaching practices in the digital age, and to examine the ethical and social implications of integrating it into education. The methodology used to achieve these objectives included reviewing relevant literature and analyzing data from secondary sources. The research revealed that this concept has a significant impact on teacher training and practice, orienting pedagogy towards a more collaborative and integrated approach, and concluded that this integration is fundamental to contemporary education. The final considerations highlight the importance of continuing research on the subject in order to improve current knowledge and promote future advances.

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Section: A Influência Da Cibercultura Nas Competências Pedagógicasunclassified

Section: A Pedagogia No Contexto Da Ciberculturaunclassified

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The contribution of cyberculture to teacher training

Viana,

Thomé

2023

CLIUM

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“…In addition, it indicates two more factors: the interaction between the system and the student / learner person. That is, the student person interacting with the rules of the education system, and the learner person as a subject who interacts with the teacher and knowledge [14]. See figure 4.…”

Section: The Didactic Situationmentioning

confidence: 99%

The Unification of Didactic Transposition Theory with the Didactic Situation Theory of Brousseau

Mello¹

2019

TECS

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We present the most current version of the theory of didactic transposition that encompasses and synthesizes the theory of Chevallard, the Cognitive Theory of Science, Mental Models of Jhonson-Laird and Didactic Situation theory of Brousseau. It is made here a brief review of Chevallard theory and exposes the generalization of this theory by the De Mello according to the work of Izquierdo-Aymerich and the Brousseau. It is proposed here a theory to study how the scientific knowledge (the original scientific models) is transposed to the didactic models. That is, to analyze how the knowledge produced in the 'academic environment' change, adapt, simplify and consolidate as knowledge to be taught in the classroom. We present the characteristics that define the reason for certain knowledge to be present in textbooks as defined in the work of Chevallard, Brockington and others and complementing their work we propose rules that define how a DT should occur or be performed. We present Brousseau's theory for didactic transposition in the classroom or intern, that is, what he calls the didactic contract and didactic situation. Here are proposed particular rules for the science of Mathematics, Physics and Chemistry.

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“…It also indicates two more discrete factors: the interaction between the system and the student / learner person. The student person, in interaction with the rules of the education system; and the person (the same) of the learner, as a subject who interacts with the teacher and knowledge (Aristides, 2018, as cited in de Mello, 2020.The fourth type of knowledge is called -learned knowledge", which is that configured by students.…”

Section: Introductionmentioning

confidence: 99%

An Investigation of Concepts about “Gases” through Didactic Transposition in Higher Education

Karaduman

Doğanay

Uçar

2020

IJRES

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Didactic transposition theory examines the development from scientific / academic knowledge being produced by scientists to it becoming learned knowledge constructed by learners. According to the theory, four kinds of knowledge exist: scientific knowledge, knowledge to be taught, taught knowledge and learned knowledge. In this study, learning and teaching processes and the transition between different types of knowledge were investigated in detail for the concept of “Gases” in higher education General Chemistry-I courses. The study was designed as a qualitative case study. Data were collected by lesson observations, semi-structured interviews, the Diagnostic Form and Word Association Test. The results revealed that the didactic preferences of the instructors were highly effective in influencing taught knowledge. It was additionally observed that the “knowledge to be taught” of the instructors affected “the taught knowledge,” and that the learned knowledge of the pre-service teachers was closely connected to “taught knowledge” with individual characteristics. It can be concluded that the interaction between the instructor and pre-service teacher positively affected the learned knowledge of pre-service teachers. It was also found that pre-service teachers’ pedagogical content knowledge and hidden curricula are effective for taught and learned knowledge.

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Contribuição para a questão das tecnologias digitais nos processos de ensino-aprendizagem de música

Cited by 3 publications

References 7 publications

The contribution of cyberculture to teacher training

The contribution of cyberculture to teacher training

The Unification of Didactic Transposition Theory with the Didactic Situation Theory of Brousseau

An Investigation of Concepts about “Gases” through Didactic Transposition in Higher Education

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