Telefone celular como recurso didático no ensino de física
Currently, there are several factors that suggest the need for the school to review their teaching practices: 1) the speed with which information and communication technologies - ICT are spread throughout society and in particular the increasing use of mobile phone by groups in school age;2) the sco...
| Principais autores: | Ribas, Arilson Sartorelli, Silva, Sani de Carvalho Rutz da, Galvão, José Ricardo |
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| Formato: | Livro |
| Idioma: | Português |
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UTFPR Editora
2016
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http://repositorio.utfpr.edu.br/jspui/handle/1/1596 |
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riut-1-15962016-08-30T12:48:55Z Telefone celular como recurso didático no ensino de física Ribas, Arilson Sartorelli Silva, Sani de Carvalho Rutz da Galvão, José Ricardo Professores de física Física - Estudo e ensino Prática de ensino Ensino - Meios auxiliares Inovações educacionais Educação - Métodos experimentais Ensino auxiliado por computador Tecnologia educacional Physics teachers Physics - Study and teaching Student teaching Teaching - Aids and devices Educational innovations Education - Experimental methods Computer-assisted instruction Educational technology CNPQ::CIENCIAS HUMANAS Currently, there are several factors that suggest the need for the school to review their teaching practices: 1) the speed with which information and communication technologies - ICT are spread throughout society and in particular the increasing use of mobile phone by groups in school age;2) the scope and power of integrating ICT convergence of these technological resources, that can be used as teaching resources; 3) the fact that nowadays students grow up in a technological world and make their thought patterns operating in accordance with this reality, etc... In contrast, there are educators unrelated to the appropriation of ICT, presenting, in many cases, resistance to them. There is a incongruity between how individuals use mobile phones, for example, inside and outside the school. There are also educators, schools, public educational departments claiming to be against mobile phones usage; bills and laws regulating their use in educational space, etc... For these controversial aspects we have investigated whether cell phone use as a teaching resource practices mediator in Physics teaching. For this purpose, we developed an applied research with qualitative and exploratory approach about the objectives, adopting participant and the technical procedures. A documental and bibliographical research was taken. First of all, data were collected by e-mail, through a multiple choice questionnaire applied to private school teachers in southern Brazil, to identify the researched reality and develop teaching practices likely to be applied in the studied corpus. Then, such practices were applied in workshops located in Curitiba and Ponta Grossa cities, in Paraná state. During the application, data was collected by the researcher's field notes. Then, we recorded chats about the workshops from an instant message software (msn messenger), and we took photographic records. Data analysis was performed by triangulation. The results showed the need to enhance continuing education courses for teachers and the production of national academic literature, such as articles, dissertations, theses and books that explore the theme of the cell phone and its functionality in educational spaces as an educational resource mediator in the practices of teaching Physics. They are available in the dissertation defended in 2012, and now are also systematized in this book, organized as a final product of research conducted by the Graduate Program in Science Education and Technology UTFPR, Campus Ponta Grossa-PR. Na atualidade, existem diversos fatores que sugerem a necessidade de a escola rever as suas práticas de ensino: a rapidez com que as tecnologias de informação e comunicação - TIC - se alastram pela sociedade e, em especial, a utilização crescente do telefone celular por faixas etárias em idade escolar; o poder de convergência dessas TIC integrando recursos tecnológicos que podem ser utilizados como recursos didáticos; o fato de os estudantes atuais crescerem em um mundo tecnológico e apresentarem os seus padrões de pensamento funcionando de acordo com essa realidade; etc. Em contrapartida, observam-se: educadores alheios à apropriação de TIC, apresentando, em muitos casos, resistência a elas; um descompasso entre como os sujeitos utilizam o celular, por exemplo, dentro e fora da escola; educadores, escolas, secretarias estaduais de educação posicionando-se contrários ao seu uso; projetos de lei e leis que regulamentam o seu uso no espaço educativo; etc. Por esses aspectos controversos investigou-se o uso do telefone celular como um recurso didático mediador em práticas do ensino de Física. Para tanto, desenvolveu-se uma pesquisa aplicada, com abordagem predominantemente qualitativa, de caráter exploratório quanto aos objetivos, e, participante quanto aos procedimentos técnicos adotados. Em seu desenvolvimento, inicialmente, via e-mail, foram coletados dados por meio de um questionário de múltipla escolha aplicados a professores de escolas particulares da Região Sul do Brasil, para identificar a realidade pesquisada e elaborar práticas de ensino possíveis de serem aplicadas na amostra estudada. As práticas construídas, foram aplicadas em oficinas nas cidades de Ponta Grossa e Curitiba, estado do Paraná. Durante a aplicação, a coleta de dados ocorreu por meio de notas de campo do pesquisador, de gravação de sons e de um bate-papo ocorrido nomsn messenger e de registros fotográficos. A análise dos dados foi realizada por triangulação. Os resultados mostraram a necessidade de se intensificar cursos de formação continuada para professores, e aumentar a produção de literatura nacional (artigos, dissertações, teses e livros) que explorem a temática do celular e suas funcionalidades em espaços educativos como recursos didáticos mediadores nas práticas do ensino de Física. Eles encontram-se disponíveis na dissertação defendida em 2012 e, agora, também estão sistematizados neste livro, organizado como produto final da pesquisa desenvolvida junto ao Programa de Pós-Graduação em Ensino de Ciência e Tecnologia da UTFPR, Campus Ponta Grossa-PR. 2016-06-22T19:59:00Z 2016-06-22T19:59:00Z 2015 book RIBAS, Arilson Sartorelli; SILVA , Sani de Carvalho Rutz da; GALVAO, Jose Ricardo. Telefone celular como recurso didático no ensino de física. Curitiba: UTFPR Editora, 2015. 111 p. 9788570141392 http://repositorio.utfpr.edu.br/jspui/handle/1/1596 por openAccess application/pdf UTFPR Editora Ponta Grossa Brasil |
| institution |
Universidade Tecnológica Federal do Paraná |
| collection |
RIUT |
| language |
Português |
| topic |
Professores de física Física - Estudo e ensino Prática de ensino Ensino - Meios auxiliares Inovações educacionais Educação - Métodos experimentais Ensino auxiliado por computador Tecnologia educacional Physics teachers Physics - Study and teaching Student teaching Teaching - Aids and devices Educational innovations Education - Experimental methods Computer-assisted instruction Educational technology CNPQ::CIENCIAS HUMANAS |
| spellingShingle |
Professores de física Física - Estudo e ensino Prática de ensino Ensino - Meios auxiliares Inovações educacionais Educação - Métodos experimentais Ensino auxiliado por computador Tecnologia educacional Physics teachers Physics - Study and teaching Student teaching Teaching - Aids and devices Educational innovations Education - Experimental methods Computer-assisted instruction Educational technology CNPQ::CIENCIAS HUMANAS Ribas, Arilson Sartorelli Silva, Sani de Carvalho Rutz da Galvão, José Ricardo Telefone celular como recurso didático no ensino de física |
| description |
Currently, there are several factors that suggest the need for the school to review their teaching practices: 1) the speed with which information and communication technologies - ICT are spread throughout society and in particular the increasing use of mobile phone by groups in school age;2) the scope and power of integrating ICT convergence of these technological resources, that can be used as teaching resources; 3) the fact that nowadays students grow up in a technological world and make their thought patterns operating in accordance with this reality, etc... In contrast, there are educators unrelated to the appropriation of ICT, presenting, in many cases, resistance to them. There is a incongruity between how individuals use mobile phones, for example, inside and outside the school. There are also educators, schools, public educational departments claiming to be against mobile phones usage; bills and laws regulating their use in educational space, etc... For these controversial aspects we have investigated whether cell phone use as a teaching resource practices mediator in Physics teaching. For this purpose, we developed an applied research with qualitative and exploratory approach about the objectives, adopting participant and the technical procedures. A documental and bibliographical research was taken. First of all, data were collected by e-mail, through a multiple choice questionnaire applied to private school teachers in southern Brazil, to identify the researched reality and develop teaching practices likely to be applied in the studied corpus. Then, such practices were applied in workshops located in Curitiba and Ponta Grossa cities, in Paraná state. During the application, data was collected by the researcher's field notes. Then, we recorded chats about the workshops from an instant message software (msn messenger), and we took photographic records. Data analysis was performed by triangulation. The results showed the need to enhance continuing education courses for teachers and the production of national academic literature, such as articles, dissertations, theses and books that explore the theme of the cell phone and its functionality in educational spaces as an educational resource mediator in the practices of teaching Physics. They are available in the dissertation defended in 2012, and now are also systematized in this book, organized as a final product of research conducted by the Graduate Program in Science Education and Technology UTFPR, Campus Ponta Grossa-PR. |
| format |
Livro |
| author |
Ribas, Arilson Sartorelli Silva, Sani de Carvalho Rutz da Galvão, José Ricardo |
| author_sort |
Ribas, Arilson Sartorelli |
| title |
Telefone celular como recurso didático no ensino de física |
| title_short |
Telefone celular como recurso didático no ensino de física |
| title_full |
Telefone celular como recurso didático no ensino de física |
| title_fullStr |
Telefone celular como recurso didático no ensino de física |
| title_full_unstemmed |
Telefone celular como recurso didático no ensino de física |
| title_sort |
telefone celular como recurso didático no ensino de física |
| publisher |
UTFPR Editora |
| publishDate |
2016 |
| citation |
RIBAS, Arilson Sartorelli; SILVA , Sani de Carvalho Rutz da; GALVAO, Jose Ricardo. Telefone celular como recurso didático no ensino de física. Curitiba: UTFPR Editora, 2015. 111 p. 9788570141392 |
| url |
http://repositorio.utfpr.edu.br/jspui/handle/1/1596 |
| _version_ |
1805300449956331520 |
| score |
10,814766 |