This work aimed to checks by the comparative method, the process of teaching and learning the guitar, for beginners, is the same when students undergo classes in two environments: the presence in the traditional classroom, and digital in Moodle environment. We also consider important this issue because there is a dearth of research on the comparison and consequently a common census in stating that the teaching tool in digital environments is far short of classroom teaching. For us to do this comparison, students were divided in a classroom group and a digital group. All were exposed to the same content and the same classes. To achieve the main objective of the research, we treat the processes involved in guitar teaching and learning, using the theory of ANDERSON (1982) on procedural and declarative knowledge bringing to light issues related to cognitive, motor and how this information They helped us in choosing the repertoire, in the planning and definition of methodological strategies for the assembly of a guitar course, both in the classroom and in the digital environment. We also seek to provide an assessment of proposed model of learning beginners in guitar on three axes: the cognitive domain (BLOOM, 1974), the psychomotor domain (HARROW, 1983) and the affective domain (BLOOM, 1979). With all this information, we plan and create a course that was adapted to the two learning environments. We focus on building the four main actors in this process: student, teacher, content and environment. Survey data were obtained through questionnaires answered by students in order to set their cognitive profile and musical, as in order to evaluate the course, the teacher and himself. In addition to these, we had questionnaires answered by teacher evaluators, whose purpose was to map out your profile and evaluate students entered the course. These data were collected directly and indirectly, and the research was structured as semi-experimental. The results were presented and analyzed using descriptive statistics and quantitatively.
Nos últimos anos intensificaram-se as pesquisas no campo da educação, em especial no que diz respeito a situação de fracasso escolar. Partindo deste cenário a pesquisa buscou compreender e estabelecer relações dentro da perspectiva do zelador, entre instituição escolar, a situação de fracasso, os micropoderes e a relação com o saber; procurando apontar quais ações do zelador podem contribuir para a formação da subjetividade. O estudo pautará as hipóteses em dois autores base: Michel Foucault (1999) e Bernard Charlot (2000). Os resultados apontam para a figura do zelador e para o fenômeno da normalização na constituição das subjetividades dos sujeitos que frequentam a escola, além de evidenciar também algumas práticas deste profissional que podem auxiliar na superação das situações de fracasso.
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