Authors
Advisor(s)
Abstract(s)
Comunicação (TIC), sendo, por isso, importante recorrermos a estas tecnologias
para enriquecimento do processo de ensino e aprendizagem. Tal reveste-se de
especial importância, sobretudo no ensino da Física e Química, onde o insucesso
na aprendizagem é elevado e sugere-nos que o investimento nessa área
permitirá facilitar a aprendizagem e aumentar o rendimento dos alunos.
Porém, o uso das tecnologias, só por si, não resolve o problema: é necessário
recorrer a tecnologias e metodologias que promovam a aprendizagem centrada
no aluno, através da sua ação, interação, colaboração/cooperação, fazendo dele
o maior protagonista na construção do seu próprio conhecimento. Considera-se
de menor importância o uso de tecnologias centradas no professor, tendo como
principal finalidade a comunicação do professor para os alunos.
Adotando uma metodologia de investigação-ação, implementou-se um estudo
de adoção de tecnologias que potenciam a promoção da aprendizagem centrada
no aluno, não só nas aulas de caráter expositivo mas também nas aulas de
laboratório, com recurso a uma plataforma de ensino - aprendizagem, na sala de
aulas e a distância, recorrendo-se ainda à utilização de uma base de dados para
gestão e localização de material de laboratório essencial à preparação das
atividades laboratoriais.
A avaliação dos resultados é feita através da comparação das aulas em que
são utilizados estes meios/metodologia e as aulas sem recurso a eles.
Os resultados obtidos nas aulas com recurso a esta metodologia foram muito
melhores: melhor ambiente, melhor atenção/concentração e mais atividade.
Consequentemente, os documentos produzidos têm mais qualidade e os
resultados escolares melhoram. Trata-se de resultados encorajadores para a
implementação e alargamento a outras disciplinas e ambientes de aprendizagem,
tendo apenas como inconveniente a necessidade de se dispor de adequados
meios tecnológicos.
Communication Technologies (ICT), therefore it is important to use these technologies to improve teaching and learning processes. This is of particular importance, especially in the fields of physics and chemistry, where students failure is high and suggests that more investment in this area will facilitate learning and increase the success of our students. However, the use of technology, by itself, does not solve the problem: it is necessary to use the technologies and methodologies that promote studentcentered learning, through their action, interaction, collaboration / cooperation, making it the main driving force behind the construction of their own knowledge. Teacher-centered methodologies, in which the main goal is the communication from teachers to their students, play a less important role. Based on action research methodologies, the application of technologies that enhance the promotion of student-centered learning was studied, not only on theoretical classes but also on those with a more practical approach in the laboratory. A platform for teaching - learning was used, in the classroom or even remotely, as well as a database specifically designed for the management of laboratory equipment which is very important during the setup of laboratory activities. The analysis of the achieved results is done by comparing the classes that experimented these methodologies with the classes that didn't. The results obtained in the classes that were using this methodology were much better: better environment, better attention / concentration and more activity. Consequently, the produced documents have higher quality and improve educational outcomes. These are encouraging results for the implementation and extension to other disciplines and learning environments, having just as drawback the need of adequate technological means.
Communication Technologies (ICT), therefore it is important to use these technologies to improve teaching and learning processes. This is of particular importance, especially in the fields of physics and chemistry, where students failure is high and suggests that more investment in this area will facilitate learning and increase the success of our students. However, the use of technology, by itself, does not solve the problem: it is necessary to use the technologies and methodologies that promote studentcentered learning, through their action, interaction, collaboration / cooperation, making it the main driving force behind the construction of their own knowledge. Teacher-centered methodologies, in which the main goal is the communication from teachers to their students, play a less important role. Based on action research methodologies, the application of technologies that enhance the promotion of student-centered learning was studied, not only on theoretical classes but also on those with a more practical approach in the laboratory. A platform for teaching - learning was used, in the classroom or even remotely, as well as a database specifically designed for the management of laboratory equipment which is very important during the setup of laboratory activities. The analysis of the achieved results is done by comparing the classes that experimented these methodologies with the classes that didn't. The results obtained in the classes that were using this methodology were much better: better environment, better attention / concentration and more activity. Consequently, the produced documents have higher quality and improve educational outcomes. These are encouraging results for the implementation and extension to other disciplines and learning environments, having just as drawback the need of adequate technological means.