As relações afetivas na prática tutorial e sua relações com a aprendizagem no curso a distância de licenciatura plena em Química

In distance learning degree in Chemistry in full of the Secretária de Educação a distância da Universidade Federal do Rio Grande do Norte (SEDIS / UFRN). The teacher-tutor to establish the experimental subjects closer relationships with students, mediating the pedagogical actions that develop in the distance learning course, with a view to achieving the principles of autonomy and learning, contributing to the creation of learning environments collaborative, guided by affection.The article presents the results of an empirical research on affectivity in practice this tutorial experimental classes in higher distance education in the full degree course in Chemistry Polo Currais Novos/ RN, held between 2009 and 2010. The study is based on qualitative methodology, whose data were collected through questionnaires and semi-structured interviews with 48 (forty eight) students involved in distance learning courses and selected in order to compose a group of subjects who showed variability, as guidelines that guide the sampling procedures in qualitative research. The results, based on category theory and empirical analysis of data from the interviews were supplemented by information obtained from participant observation which also served to guide the data collection of the corpus of this work. With the results we understand that there is clarity about what characterizes a loving relationship between those involved in the process of teaching and learning in experimental classes in high school chemistry Distance Education. Furthermore, it was also clear that the communication process in dialogic teaching and learning in higher distance education in chemistry at the trial need to mark out in balanced affective attitudes, the experimental error that value and respect the many possible construction of knowledge by movements social interaction of individual and collective

As relações afetivas na prática tutorial e sua relação com a aprendizagem no curso a distância de licenciatura plena em química

In distance learning degree in Chemistry in full of the Secretária de Educação a distância da Universidade Federal do Rio Grande do Norte (SEDIS / UFRN). The teacher-tutor to establish the experimental subjects closer relationships with students, mediating the pedagogical actions that develop in the distance learning course, with a view to achieving the principles of autonomy and learning, contributing to the creation of learning environments collaborative, guided by affection.The article presents the results of an empirical research on affectivity in practice this tutorial experimental classes in higher distance education in the full degree course in Chemistry Polo Currais Novos/ RN, held between 2009 and 2010. The study is based on qualitative methodology, whose data were collected through questionnaires and semi-structured interviews with 48 (forty eight) students involved in distance learning courses and selected in order to compose a group of subjects who showed variability, as guidelines that guide the sampling procedures in qualitative research. The results, based on category theory and empirical analysis of data from the interviews were supplemented by information obtained from participant observation which also served to guide the data collection of the corpus of this work. With the results we understand that there is clarity about what characterizes a loving relationship between those involved in the process of teaching and learning in experimental classes in high school chemistry Distance Education. Furthermore, it was also clear that the communication process in dialogic teaching and learning in higher distance education in chemistry at the trial need to mark out in balanced affective attitudes, the experimental error that value and respect the many possible construction of knowledge by movements social interaction of individual and collective

Análise das dificuldades de aprendizagem numa disciplina de química orgânica do curso de química na modalidade à distância da UFRN

In today`s society the use of so-called information technology and communication (ICT), is promoting a revolution in the forms of teaching and learning through the methods of distance learning courses, especially in higher education. Studies show that students in this way have great difficulties in the learning process, especially when dealing with experimental subjects that require high power of abstraction as chemistry. The goal of this work is to promote improvement in the teaching and learning in the discipline Chemistry of Life offered for the Bachelor`s Degree in Chemistry in distance UFRN. For this we analyzed evidence of the semester 2011.2, in order to identify what are the main difficulties of the students on the assessments. That`s why video lessons related to matters that create the majority of difficulties for students were developed, the final product this work. Being obtained the improvements by video classes in the learning process of the students, from a questionnaire answered by the students in the virtual learning environment, and from their success rate at the end of the course

A energia e suas implicações no ensino-aprendizagem da química

The area of Education in Chemistry in Brazil has appeared over 30 years and its growth has been accelerated by the need of comprehension of the processes of teaching and learning in chemistry. Many researches, in this area, has among its investigation objects the teaching tools like teaching materials and the learning processes of students in high school and basic education, but when dealing with higher levels of education, they are seldom portrayed. This study aimed to investigate the General Chemistry textbooks with respect to approach the concept of energy; know the main ideas of graduate students in Chemistry on the relation of the concept of energy and chemical transformations; finally, developing a cicle of studies with the proposition of an approach wich inter-relate the concept of energy and its implications in the teaching-learning process of a chemical transformation. To do so, we used as instruments a questionnaire, press conference, conceptual map and experimental activities. All activities of the study cicle were videotaped and recorded, transcribed and the results organized in tables. For the activities of the study cicle texts that have been developed and inter-relating concepts of chemistry and energy, which in turn gave theoretical support to the activities in the cycle. In the analysis it was used as a theoretical content the analysis of Laurence Bardin. The results revealed that the analysis of the book might be perceived that not always the concept of energy is used in order to generate the abstract thought of chemical transformations, but that the main macroscopic thermodynamic variables are present in the explanation of these transformations. During the study cicle, were studied two chemical reactions: the first one, made possible to approach the macroscopic dimension to quantify the concept of energy and the second one, made possible to demonstrate the macro and microscopic dimension of the concept of energy during a chemical transformation. In all reactions proposed, students used, in most of the times, as explanations, only macroscopic observations of the reactions under study and failed to realize that the concept of energy can be used to explain macro and microscopic chemical transformation. As a final action of the study cicle, students requested further discussion, to clarify the link between the concept of energy and the meanings constructed in the process of studying the reactions. This is done through an oral explanation, during the cycle, and registered in this thesis and attempts to show the interrelationship existing conceptual

Avaliação da hipermídia no processo de ensino e aprendizagem da física: o caso da gravitação

Neste artigo são apresentados os principais resultados obtidos em uma atividade realizada para avaliar um software hipermídia destinado ao ensino e à aprendizagem da Física. Para a realização desta pesquisa, foi desenvolvido, aplicado e avaliado um sistema hipermídia para o ensino de Gravitação, com base nas pesquisas em ensino de Ciências. Foram considerados também os princípios fundamentais que caracterizam a hipermídia enquanto linguagem que permite o acesso não-linear à informação e a apresentação desta com a utilização dos recursos gráficos, sonoros, interativos e de animação do computador, e ainda suas implicações para as práticas de ensino. A maior parte dos professores e dos estudantes envolvidos na pesquisa avaliou positivamente o software quanto a seus aspectos técnicos, pedagógicos e motivacionais. O estudo forneceu evidências de que a hipermídia contribui para a aprendizagem de Física de modo motivador e significativo para os alunos do ensino médio.

Probabilidade no ensino médio

This thesis aims to show teachers and students in teaching and learning in a study of Probability High School, a subject that sharpens the perception and understanding of the phenomea of the random nature that surrounds us. The same aims do with people who are involved in this process understand basic ideas of probability and, when necessary, apply them in the real world. We seek to draw a matched between intuition and rigor and hope therebyto contribute to the work of the teacher in the classroom and the learning process of students, consolidating, deepening and expaning what they have learned in previous contents

As diferenças entre os desempenhos escolares, a relação com os saberes e o acesso à escrita: o que dizem professores e alunos de 5. série

Pós-graduação em Educação - IBRC

A metodologia da problematização como uma alternativa de abordagem de ensino aprendizagem na disciplina de Didática Aplicada ao Ensino Superior do programa de pós-graduação em Odontologia Restauradora: Arco de Maguerez

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

O uso de objetos de aprendizagem (oa) em ensino de ciências

Pós-graduação em Educação para a Ciência - FC

Imagens e metáforas: a (re)construção do trajeto e da história de uma arte-educadora

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

Os projetos de leitura e escrita e a formação de leitores e produtores de textos: uma experiência com professores do ciclo I do ensino fundamental

Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq)

Análise do contexto escolar de alunos que apresentam condutas típicas

Pós-graduação em Educação - FFC

O portal do professor e projetos de trabalho: uma proposta de construção de um ambiente de aprendizagem Matemática no ensino fundamental

Pós-graduação em Educação - FCT

Análise intertextual do conto “A volta do marido pródigo”, de Guimarães Rosa, com a parábola O filho pródigo

Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)

A expressão da criatividade na dança

Pós-graduação em Ciências da Motricidade - IBRC