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Abstract(s)
Neste trabalho de investigação procedeu-se à utilização das ferramentas
multimédia no ensino das ciências naturais (CN) numa turma do sexto ano.
Assim, o nosso estudo baseou-se em torno de uma questão central: De que
modo as ferramentas multimédia podem influenciar o ensino e aprendizagem
das ciências naturais?
Para a realização deste trabalho estudou-se “um caso” de utilização de
ferramentas multimédia no ensino das CN com uma turma do sexto ano de
escolaridade. Para isso selecionamos as seguintes ferramentas multimédia:
Plataforma Moodle, QIM, Escola Virtual e a plataforma Kahoot!. A introdução
das Ferramentas multimédias nas aulas de CN, iniciou-se em novembro e
conclui-se no final do ano letivo. Tudo se iniciou com a criação da disciplina de
CN, no Moodle da escola, à qual se seguiu a inscrição dos alunos.
A plataforma Moodle permitiu-nos desenvolver com os alunos uma forma
de ensino não presencial, numa aproximação ao modelo b-learning. Através
desta plataforma disponibilizamos aos alunos todos os recursos pedagógicos
utilizados nas aulas de CN, em especial os vídeos e as apresentações em
PowerPoint. No Moodle criamos um fórum onde foram sendo colocadas
questões sobre os conteúdos das aulas, permitindo aos alunos consultar as
questões e dar respostas às mesmas. Neste fórum os alunos podiam
igualmente colocar as suas dúvidas sobre as diversas matérias das aulas. Com
o Moodle, os alunos realizaram quatro testes de avaliação. Esta experiência
revelou-se bastante positiva no que concerne aos resultados obtidos pelos
alunos. Dado que a sala de aula de ciências naturais está equipada com o
QIM, a sua utilização nas aulas foi uma constante. Com o QIM realizamos
diversas atividades, as quais serviram para consolidar os conteúdos
trabalhados ao longo das aulas. O recurso à Escola Virtual foi igualmente
muito frequente, tendo utilizado diversas atividades interativas desta plataforma. Para a realização das atividades da Escola Virtual, utilizei um rato
sem fios, que me permitiu deslocar pela sala de aula e solicitar aos alunos a
realização das atividades que se encontravam projetadas no quadro
interativo. Esta técnica é vantajosa, pois evita que os alunos se levantem do
lugar, situação que gera normalmente alguma perturbação no desenrolar das
aulas. Finalmente, o último recurso multimédia utilizado nas aulas de ciências
naturais foi a plataforma Kahoot!. Esta plataforma é um sistema de avaliação
tipo pergunta e resposta, em que os alunos utilizam o seu smartphone para
responder a questões projetadas na tela branca. Esta, foi sem dúvida alguma,
a ferramenta multimédia que os alunos mais gostaram. Para eles, esta
ferramenta é vista como um jogo e não como um sistema de avaliação das
aprendizagens. No fundo estão a brincar aprendendo. O entusiasmo com esta
plataforma foi evidente e até viciante para alguns alunos.
O projeto foi realizado na Escola Básica de Abação em Guimarães e
pretende-se, com os resultados e conclusões apresentados, promover nos
professores uma sensibilização para a utilização das ferramentas multimédia
no ensino e aprendizagem.
In this survey I intend to show the importance of multimedia tools in the teaching of Science. For that I selected a sixth grade class to do a “study case”. Our study is based on a main question: In which way can multimedia tools influence the teaching and learning of Science? Several multimedia tools were available to the sixth graders, namely the Moodle platform, QIM, Virtual School and the Kahoot! platform. We started working with these tools in November and we finished this study in the end of the school year. Firstly I created the Science subject in the Moodle of the school. After that, students enrolled themselves. The Moodle platform enabled us to develop a non-presential teaching with students, similar to the b-learning model. Through this platform I provided students all the pedagogical resources that were used in Science classes, in particular the videos and the PowerPoint presentations. I created a forum in the Moodle platform where I put questions about the contents of classes, allowing students to check these questions and answer them. Students could also refer their doubts about Science classes in this forum. Students had the opportunity to do four assessments in the Moodle. This experience was quite positive as far as results are concerned. The Science classroom has the QIM tool installed, which enabled students to use it constantly. Several activities were done in this platform, in particular remedial work to consolidate the contents that were taught in classes. The virtual school was also an important resource. I have used a lot of interactive activities available in this platform. To do these activities I have used a wireless mouse, which enabled me to move around the classroom and ask students to do the activities that were projected in the interactive board. This strategy is very advantageous as students don’t need to stand up,therefore it is possible to avoid some disturbance that usually happens when students stand up and move around. The last multimedia resource used in Science classes was the Kahoot! platform. This platform is a question-answer assessment model in which students use their smartphone to answer the questions that are projected either on the interactive board or on the white screen. This was, undoubtedly, the multimedia tool that students liked best. For students this tool is seen as a game and not as an assessment system to assess learning. Indeed, they are learning while they are playing and this is extremely motivating for most students. They revealed great enthusiasm in the use of this platform and some even got addicted to it. This project was developed in Abação Basic School, located in the city of Guimarães, and it is intended, based on the results and conclusions here presented, to sensitize teachers for the use of multimedia tools in the teaching and learning process.
In this survey I intend to show the importance of multimedia tools in the teaching of Science. For that I selected a sixth grade class to do a “study case”. Our study is based on a main question: In which way can multimedia tools influence the teaching and learning of Science? Several multimedia tools were available to the sixth graders, namely the Moodle platform, QIM, Virtual School and the Kahoot! platform. We started working with these tools in November and we finished this study in the end of the school year. Firstly I created the Science subject in the Moodle of the school. After that, students enrolled themselves. The Moodle platform enabled us to develop a non-presential teaching with students, similar to the b-learning model. Through this platform I provided students all the pedagogical resources that were used in Science classes, in particular the videos and the PowerPoint presentations. I created a forum in the Moodle platform where I put questions about the contents of classes, allowing students to check these questions and answer them. Students could also refer their doubts about Science classes in this forum. Students had the opportunity to do four assessments in the Moodle. This experience was quite positive as far as results are concerned. The Science classroom has the QIM tool installed, which enabled students to use it constantly. Several activities were done in this platform, in particular remedial work to consolidate the contents that were taught in classes. The virtual school was also an important resource. I have used a lot of interactive activities available in this platform. To do these activities I have used a wireless mouse, which enabled me to move around the classroom and ask students to do the activities that were projected in the interactive board. This strategy is very advantageous as students don’t need to stand up,therefore it is possible to avoid some disturbance that usually happens when students stand up and move around. The last multimedia resource used in Science classes was the Kahoot! platform. This platform is a question-answer assessment model in which students use their smartphone to answer the questions that are projected either on the interactive board or on the white screen. This was, undoubtedly, the multimedia tool that students liked best. For students this tool is seen as a game and not as an assessment system to assess learning. Indeed, they are learning while they are playing and this is extremely motivating for most students. They revealed great enthusiasm in the use of this platform and some even got addicted to it. This project was developed in Abação Basic School, located in the city of Guimarães, and it is intended, based on the results and conclusions here presented, to sensitize teachers for the use of multimedia tools in the teaching and learning process.
Description
Keywords
Ensino e aprendizagem Ciências naturais Ferramentas multimédia B-learning Teaching and learning Science Multimedia tools
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação