This research aimed to assess students' perceptions regarding a multimedia learning laboratory, after experiencing biology classes that used a different teaching approach. The survey involved 159 students between 15 and 17 years old. The methodology combined quantitative and qualitative approaches and obtained results by using a questionnaire and by conducting interviews, respectively. Results indicate that students have good perceptions about the laboratory. They consider it as relevant, authentic, challenging, and useful, with fun and easy-to-use resources. They also point out that it provides opportunities for reflection about their own learning.
Considering the low results presented by Brazilian education in global indicators such as those published by the Organization for Economic Cooperation and Development - OECD, and by other indicators such as the UNESCO Education ranking. It can be seen that Brazilian education needs improvements so that it is possible to provide students with a meaningful learning experience. Therefore, we believe that education must accompany the innovations provided mainly by digital information and communication technologies - TDICs, abandoning mechanical techniques of knowledge transmission that disregard the heterogeneity of education and increasingly inserting itself in the daily lives of students, so that they can learn in a personalized way. The present research seeks to analyze how knowledge occurs at a fundamental level in the discipline of science from the model of rotation by stations, based on the active methodology of hybrid teaching that seeks to involve TDICs in the educational process so that it is possible to customize the time and mode of learning. In the proposed model, the classes were arranged in groups (called stations), and in each station there was a specific activity to be carried out by the present group. In our conclusions, we corroborate positive results of the rotation by stations listed by the students when answering the questionnaires applied after classes.
O artigo apresenta um trabalho realizado utilizando-se da Resolução de Problemas (RP), preconizada por George Polya, para o ensino de Cálculo Diferencial e Integral aos alunos de cursos de Engenharia (Computação, Produção e Mecânica). Nosso objetivo principal foi compreender de que forma a Metodologia de Resolução de Problemas pode contribuir para o aprendizado de Cálculo Diferencial e Integral. Foram realizadas duas atividades contendo situações-problema contextualizadas com temas da Engenharia a fim de promover um ensino significativo na disciplina. A experiência aqui relatada foi desenvolvida com um total de 31 estudantes matriculados na disciplina Cálculo 1 ofertada por duas instituições de ensino superior em Campos dos Goytacazes, RJ. Optamos por uma abordagem qualitativa, utilizando-se na coleta de dados de questionários com perguntas abertas respondidas pelos educandos. Os resultados apontaram importantes benefícios promovidos pelo uso da Metodologia de Resolução de Problemas ao ensino de Cálculo como: trabalho colaborativo, conteúdo contextualizado, facilitação do aprendizado, entre outros.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.