Métodos ativos de ensino aliados com tecnologia para a prática de ensino: um relato de experiência

Abstract

O avanço tecnológico transforma a sociedade, que por sua vez passa a transformar o ambiente escolar. Este artigo apresenta um relato de experiência com o uso da tecnologia a favor da educação por meio das metodologias ativas de ensino, tais como a Aprendizagem Baseada em Times, que tornam os alunos protagonistas no processo de ensino-aprendizagem, enquanto o professor torna-se promotor e tutor da construção do conhecimento de seus alunos. Para esta pesquisa foi realizado um estudo de metodologias de ensino, e aplicação em ambiente escolar, a fim de estudar e analisar o comportamento dos alunos em relação às aulas com propostas de ensino tradicionais.

A Sala de Aula Invertida como Modelo Experimental de Formação Continuada: Concepções dos Professores Cursistas que Atuam no Ensino Médio

“…É importante destacar que a medida que as práticas com a SAI se intensificam, os alunos ganham autonomia para desenvolverem, com o auxílio do professor, os próprios materiais didáticos para estudo, possibilitando assim uma melhor interação com o conhecimento construído e desenvolvendo diferentes formas de expressão [Guimarães et al 2018]. É nesse sentido que vale a pena insistir na importância de conhecer diferentes meios de atuação da prática docente através da Sala de Aula Invertida.…”

A Study on the Active Methodologies Applied to Teaching and Learning Process in the Computing Area

“…Therefore, from the adoption of active teaching methodological practices combined with Digital Information and Communication Technologies (TDICs), inherent to the CS, today's teacher and future teachers can make teaching and learning process more attractive to the eyes of students [52] and, for that, it is possible to use the AM as teaching strategies in computing new didactic methods seeking to combine the use of technologies, pedagogical knowledge and the different types of AM that currently exist for teaching. Table VI has mapping results organized in dimension identified to reply research question RQ 2.…”

“…It was possible to identify three dimensions in relation to students' perception presented in those publications: a) Satisfaction in learning the proposed content: concerns the perception of the students about his learning of the concepts treated in the teaching of the subject's contents appears in 23 publication (65%); b) Motivation to learn the content: it is related to the students' perception of will and searches to learn even more about the concepts treated in the teaching of the subject's contents and it was observed in 22 publication (62%); and c) Feeling of mastery in relation to the proposed content: this perception is related to the ability to practice activities outside the classroom, to teach or share the content learned with colleagues and was notice in 11 papers (31%). The new generation of students from the end of the 20th century seems not to be interested in attending a class in the same way every day [52]. Originally, the active method of learning works with the child's experience, so the teacher could support his students to reflect and encourage him to make decisions [53].…”

“…In this scenario, observing and evaluating the students' perception of his or her learning while AM are adopted as teaching strategies is not a trivial task. However, the literature shows that several studies are being carried out in order to analyze the potential of AM for learning [49], [52] or to facilitate retention of knowledge by students [18], [57]. Nevertheless, so far, there are few studies that aim to evaluate students' experiences in relation to active teaching methodologies [58].…”

“…Therefore, AM have produced positive results for students in relation to learning and, for teachers, in relation to teaching practices, because, as Michaelsen have pointed [62], it forces students to break with their passivity. Considering the benefits presented in the analyzed publications, some advantages could be: (i) developing students' skills at a high level; (ii) promoting the development of personal and team skills; and (iii) also bringing advantages to the teacher, such as enthusiasm them in the classroom and career continuity as pointed by Guimarães et al [52]. Those results are very important, because in the 20th century, education is a consequence of a process that involves several thinkers, who discuss teaching models and highlight the need for students' autonomy [18].…”