Orientador: Prof. Dr. Edson Pinheiro Pimentel / Dissertação (mestrado) - Universidade Federal do ABC, Programa de Pós-Graduação em Engenharia da Informação, 2014. / The management of learning mediated by technologies that promote education online elearning) online( e-learning), in most cases, has been done through the called Virtual Learning Environments (VLEs), despite these spaces do not necessarily foment a collaborative learning. At the same time, social networks, especially Facebook, are now considered as an alternative to VLEs, because for its huge amount of users, and because of its socializing characteristics with intense exchanges of information. However, there isn't, in Facebook, tools that can support the evaluation of students performance in educational activities offered through this social network. For while, the evaluative processes, dierently of the VLEs, are made from external tools or manually, what can discourage the use of social networking in education. It was identified, from these ndings, the need to incorporate to the social network Facebook, mechanisms that could support the process of evaluation of the students in educational activities provided through these spaces, making it more agile. Thus, was outlined as the objective of this research, investigate and propose mechanisms for the management and monitoring of learning through the social network Facebook. To achieve this overall objective, was experienced the use of social network Facebook in the context of a discipline of 5th semester of a technology course in Foreign Trade, called "Information Systems", in order to identify the diculties in the process of evaluation of 15 students in educational activities proposals from an educational group created on Facebook. The results of the experiment demonstrated the need to integrate, with Facebook, mechanisms that can support the process of students evalution. So, it was modeled and developed the "FaceLearning", an application for the social network Facebook to support the evaluation of educational activities (grading) performed through it. Then, the tool created was applied in real scenarios to verify its eectiveness, its strengths and its weaknesses. It was concluded, using the developed tool that the accounting of actions performed by students in educational activities available from the social network Facebook has become faster and with less susceptibility to errors.

Dissertação (mestrado)—Universidade de Brasília, Instituto de Ciências Exatas, Departamento de Matemática, 2015. / Submitted by Guimaraes Jacqueline (jacqueline.guimaraes@bce.unb.br) on 2015-10-28T12:01:15Z No. of bitstreams: 1 2015_KleberXavierFeitosa.pdf: 204327625 bytes, checksum: a757f98dbcc9a1318b8308696c251398 (MD5) / Approved for entry into archive by Patrícia Nunes da Silva(patricia@bce.unb.br) on 2015-12-23T11:34:49Z (GMT) No. of bitstreams: 1 2015_KleberXavierFeitosa.pdf: 204327625 bytes, checksum: a757f98dbcc9a1318b8308696c251398 (MD5) / Made available in DSpace on 2015-12-23T11:34:49Z (GMT). No. of bitstreams: 1 2015_KleberXavierFeitosa.pdf: 204327625 bytes, checksum: a757f98dbcc9a1318b8308696c251398 (MD5) / Esse trabalho tem como objetivo principal apresentar uma proposta para resolução de problemas em matemática a partir da concepção de que a formulação do problema pelo aluno pode ajudá-lo a entender e a resolver outros problemas matemáticos que encontrar em sua trajetória acadêmica. Um outro objetivo específico será trabalhar com problemas para que os alunos busquem o conhecimento que será proposto nas aulas seguintes e mostrar que o professor, como orientador de seu aluno na busca do conhecimento e planejando suas ações, a partir do que os estudantes sabem, contribuirá para uma aprendizagem plena e significativa em Matemática. Ao trabalhar com os problemas, os alunos buscarão os conceitos, indagarão sobre suas soluções, acreditarão no próprio potencial, formularão outros problemas e terão uma visão mais profunda dos problemas apresentados nos livros didáticos. Os problemas propostos foram apresentados tendo em vista o método da Aprendizagem Baseada em Problemas que se fundamenta nas teoria de aprendizagem de Dewey, Ausubel, Bruner entre outros. Esta dissertação visa, ainda, motivar as atividades a serem propostas por meio das concepções de resolução de problemas abordadas por pesquisadores de todo o mundo, bem como analisar as possibilidades de melhora no processo ensino e aprendizagem desta disciplina e as possíveis di_culdades encontradas por parte de alunos e professores. Uma sequência didática de atividades propostas neste trabalho foi aplicada em uma escola da SEDF e pôde-se perceber que os alunos envolvidos apresentaram motivação para encontrar situação-problema, elaborar a formulação do mesmo, discutir e escrever e finalmente apresentá-la para a turma. / This work aims to present a proposal for solving mathmatics problems from the view that the formulation of the problem by the student can help them to understand and solve mathematics problems and also help them in developing their academic career. Another specific objective is work with problems in a way that students may seek knowledge needed in following classes and so the teacher as supervisor of the students for knowledge and planning their actions, will contribuite to a learningfull and best meaning of the Mathematics. In working through the problems, students will seek the concepts, inquire about their solutions, believe in their own potential, develop other problems and have a deeper understanding of the issues presented in textbooks. The proposed problems were presented in view of the method of Problem-Based Learning which is based on Dewey's learning theory, Ausubel, Bruner and others. This work is also intended to motivate the activities to be proposed through problem-solving concepts addressed by researchers around the world as well as examine the possibilities of improvement in the teaching and learning of this discipline and possible dificulties encountered by both students and teachers. A didactic sequence of activities proposed in this paper was applied in a school SEDF and it could be seen that the students involved had motivation to find the problem situation, prepare the formulation of it, discuss, write and finally present it to the class.

Dissertação (mestrado)—Universidade de Brasília, Instituto de Química, Física e Biologia, 2010. / Submitted by Shayane Marques Zica (marquacizh@uol.com.br) on 2011-10-18T18:37:32Z No. of bitstreams: 1 2010_FlavioAmbrosioCampos.pdf: 4037870 bytes, checksum: dbbcad4851cd0327577509bf958c016f (MD5) / Approved for entry into archive by Leila Fernandes (leilabiblio@yahoo.com.br) on 2011-10-19T10:23:10Z (GMT) No. of bitstreams: 1 2010_FlavioAmbrosioCampos.pdf: 4037870 bytes, checksum: dbbcad4851cd0327577509bf958c016f (MD5) / Made available in DSpace on 2011-10-19T10:23:10Z (GMT). No. of bitstreams: 1 2010_FlavioAmbrosioCampos.pdf: 4037870 bytes, checksum: dbbcad4851cd0327577509bf958c016f (MD5) / Esse trabalho mostra como um objeto de aprendizagem utilizado com estudantes de ensino médio pode influenciar no processo de resolução de um problema. Os recursos da informática, na forma de objetos de aprendizagem, funcionam como um facilitador, na identificação do problema, na compreensão das regras em vigor e na explicitação dos objetivos a serem atingidos. A interatividade característica dos objetos de aprendizagem possibilita operações nos estados intermediários do problema, até se chegar ao objetivo final. Para o estudante representam uma ajuda na compreensão, organização e realização de tarefas, e para o professor significam um recurso didático considerável. O problema que se apresenta a ser resolvido pelo estudante é minimizar os efeitos do aquecimento global, simulando a evolução da temperatura média global em função do tempo, das variações das concentrações dos gases de efeito estufa e das variações na área de cobertura vegetal da Terra; com objetivo de verificar um mecanismo que funcione como atenuador do aumento da temperatura média global, o reflorestamento. Verificou-se que a contribuição foi positiva para a aprendizagem de estudantes, auxiliando-os na compreensão do problema, na apropriação dos objetivos pelos estudantes e na concepção de operações que estrategicamente levam à meta final. _______________________________________________________________________________ ABSTRACT / This work shows how a learning object for use with high school students can influence the process of solving a problem. Computer resources in the form of learning objects, act as a facilitator in problem identification, understanding of existing rules, and to clearly define the goals. The interactivity characteristic of learning objects enables operations in intermediate states of the problem. For students, they represent help in understanding, organizing and performing tasks, with a significant teaching resource. The problem to be solved by the student is to minimize the effects of global warming, simulating the evolution of global average temperature versus time, the variations in concentrations of greenhouse gases and changes in the area of vegetation on Earth, aimed at testing a mechanism that acts as attenuator of increased global average temperature, reforestation. It was found that the contribution was positive for learning, facilitating the understanding of the problem, ownership of objectives and design of operations to strategically reach the final goal.