Resumo Os objetivos deste estudo foram: 1) identificar em que medida os alunos participantes recorrem ao uso de estratégias no momento da aprendizagem; 2) verificar se houve alteração dos valores obtidos entre a primeira e a segunda aplicação da escala; e 3) analisar possíveis diferenças nos escores das duas aplicações considerando a variável sexo. Participaram do estudo 16 alunos de sexto ano do ensino fundamental. Os dados foram coletados por meio da Escala de Avaliação das Estratégias de Aprendizagem para o Ensino Fundamental (EAVAP-EF). Os resultados revelaram que os alunos fazem uso insatisfatório de estratégias de aprendizagem no momento do estudo, não houve diferença estatisticamente significativa entre a primeira e a segunda aplicação, as meninas demonstraram que fazem mais uso das estratégias de aprendizagem em relação aos meninos. Os dados foram discutidos à luz da literatura e foram extraídas implicações educacionais, bem como sugestões para futuras pesquisas.Palavras-chave: Autorregulação; aprendizagem; ensino fundamental.
do Ensino e da Aprendizagem EAD. 2 Docente do Curso de Especialização em Avaliação do Ensino e da Aprendizagem EAD.
Lesson Study (LS) is a professional development model that Japanese teachers have been utilizing for over a century. Although several scholars have proclaimed the benefits of adopting LS in international educational systems, it is still unclear how LS has been used and how it should be implemented in cultures beyond Japan. In order to shed light on the theme, an International Systematic Literature Review was conducted aiming to (1) identify specific features of LS practices as they are developed in different settings, (2) verify and analyze what cultural aspects may have impacted the implementation of LS, and (3) verify and develop analysis of challenges for the use of successful practices of LS in international contexts. 5 international academic databases were searched in order to identify 28 publications. This investigation provides multiple evidences of the fast global spread of LS and reveals that some key adaptations or redesigns are conducted so that LS meets local needs and conditions. It argues that time constraint, financial support, search for quick results and inclusion of knowledgeable others are critical aspects that should be considered when introducing LS to a new context. Finally, this study suggests further avenues for research to deepen the understanding of how the LS movement should be properly implemented in different contexts outside Japan.
Mobile learning (mlearning) has been emerging as an innovation with incredible potential to transform the educational practice. However, limited research has focused on how mlearning has been investigated in the context of language teaching and learning around the world. This paper presents a survey on the educational scenario that pervades the teaching and learning English as a second or foreign language mediated by technology. This study conducted an analysis of publications (N=18) involving mlearning in the context of teaching or learning English as a foreign or second language and published from 2010 to March 2019. The aims were to verify in what perspective mlearning has been investigated in the context of teaching and/or learning a foreign or second language, what critical success factors (CSFs) have influenced the implementation of mlearning and identify possible gaps of study that need to be fulfilled in future researches. The results indicate that: i) mlearning has been most investigated in the tertiary educational level, ii) the learners` perspective has been the focus of most publications, iii) English is the target language in all studies, and iv) the dominant topic concerning this theme is mlearning technologies, apps and uses. In addition, the findings also report that 19 CSFs were pointed out in 14 publications and assimilation of curriculum (50%) was the most cited CSF. Moreover, the results indicate that there has been a recent increase of interest in mlearning related to foreign language teaching and learning. Further topics of investigation concerning mlearning in language education are suggested.
Esta pesquisa visa investigar se os objetivos do curso de formação de educadores para o uso do kit LEGO Braille Bricks (LBB) como recurso pedagógico para o desenvolvimento de atividades pedagógicas com estudantes de 4 a 10 anos foram alcançados, segundo a percepção dos educadores participantes. A fundamentação teórica está baseada nas principais legislações brasileiras sobre inclusão, no conceito de Zona de Desenvolvimento Proximal (ZDP) (Vygotsky, 2009) e na abordagem Construcionista, Contextualizada e Significativa (CCS) (Schlünzen, 2000, 2015; Schlünzen et al., 2020). Participaram desta pesquisa 16 educadores pertencentes a quatro instituições de apoio à pessoa com Deficiência Visual (DV) do estado de São Paulo e duas tutoras. A abordagem metodológica consistiu na análise dos dados provenientes dos registros disponíveis no Ambiente Virtual de Aprendizagem (AVA), e de um questionário aplicado aos educadores participantes ao final da formação. Os resultados indicaram que a mediação pedagógica contribuiu para que os educadores cursistas pudessem estabelecer uma rede colaborativa entre todas as instituições representadas a fim de compartilhar estratégias no ensino remoto de pessoas com DV. Além disso, as atividades desenvolvidas demonstraram que todos estavam aptos para fazer uso do LBB para atender seus estudantes com DV e favorecer o processo de alfabetização.
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