Banca de DEFESA: SEBASTIÃO LUIZ DA SILVA NETO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : SEBASTIÃO LUIZ DA SILVA NETO
DATE: 21/02/2024
TIME: 09:30
LOCAL: Departamento de Educação
TITLE:

Exploratory and Descriptive Studies on the Contributions of Active Technological Learning in High School Chemistry Education

KEY WORDS:

Learning Active Technological. Digital Information and Communication Technologies. Active Methodologies. Chemistry Teaching. High School.

PAGES: 254
BIG AREA: Ciências Humanas
AREA: Educação
SUMMARY:

Digital Information and Communication Technologies are ubiquitous interfaces, present in various social contexts, promoting significant transformations in human behaviors, thoughts, relationships, and emotions. In the contemporary Brazilian educational scenario, specifically in the processes of teaching and learning related to Chemistry Education in the context of high school, imminent impacts of knowledge gaps are observed for the proper use of these interfaces in the classroom, such as insufficient infrastructure and disproportionate investments given the new demands of the technological world. Active Methodologies, in turn, emerge as a promising alternative, as they place the student at the center of the teaching and learning process, promoting and valuing autonomy, engagement, collaboration, and critical thinking. In this sense, Active Technological Learning, an explanatory model that proposes the implementation of Digital Technologies with Active Methodologies, structured on five pillars: Teaching Role, Student Protagonism, Technological Support, Learning, and Evaluation; suggests that learning through content available on digital platforms be accessible at any time and situation in everyday life. This research poses the research question: “What are the contributions of Active Technological Learning as a pedagogical proposal in Chemistry Education in public schools of the state education network of Pernambuco in the context of high school?” Qualitative in nature, the methodological journey is divided into two studies: exploratory, employing the Systematic Literature Review methodology; descriptive, adopting the Action Research approach, involving observation, planning, and intervention. During the intervention, Active Learning Methodologies Based on Problems, Project-Based Learning, Game-Based Learning, Gamification, Flipped Classroom, and Tailored Teaching were implemented; it is noteworthy that this research included the application of technological resources, such as Artificial Intelligence, Computer Simulations, and Applications, and beyond that, the creation of Digital Materials. Data collection occurred through observation forms, evaluative questionnaires, and interview protocols. The analysis of interview data will be conducted using the Content Analysis technique. The results of the exploratory study suggest that the pillars of Active Technological Learning can operate simultaneously or adopt a more flexible structure, regardless of the context; while the results of the descriptive study indicate that the Teaching Role pillar, especially when associated with the Student Protagonism pillar, stands out as a more complex aspect when applied practically in teaching and learning processes. Furthermore, in the descriptive study, the pillars of Evaluation and Learning are considered interconnected and inseparable, while Technological Support in both studies requires adequate infrastructure and appropriate teacher training to implement proposals based on Active Technological Learning. This research is considered a starting point, recognizing the need for broader and more in-depth investigations to fully understand the potentials and limitations of Active Technological Learning as a pedagogical model in various educational contexts and levels.

COMMITTEE MEMBERS:
Presidente - BRUNO SILVA LEITE
Interno - RODRIGO LINS RODRIGUES
Externa à Instituição - PATRÍCIA LUPION TORRES - PUCPR