Submitted by Luciana Ferreira (lucgeral@gmail.com) on 2018-07-17T11:52:51Z No. of bitstreams: 2 Dissertação - Ricardo Silvério Gomes Pinheiro - 2018.pdf: 2733158 bytes, checksum: 56ddbb48ab220198aaf64be180e112ad (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-07-17T13:51:06Z (GMT) No. of bitstreams: 2 Dissertação - Ricardo Silvério Gomes Pinheiro - 2018.pdf: 2733158 bytes, checksum: 56ddbb48ab220198aaf64be180e112ad (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-07-17T13:51:06Z (GMT). No. of bitstreams: 2 Dissertação - Ricardo Silvério Gomes Pinheiro - 2018.pdf: 2733158 bytes, checksum: 56ddbb48ab220198aaf64be180e112ad (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-05-28 / This work is a case study research, whose main objective was to identify if there is teaching and learning of concepts of electrochemical corrosion in the Civil Engineering course of collaborative way through educational robotics. The proposal presented here was developed with students of the Civil Engineering course of the Faculty of Iporá-GO, who were responsible for discussing, planning and making a robot using chemistry knowlegde, electronic, mechanical and software for application in the Civil Engineering, as the identification of electrochemical corrosion in reinforced concrete structures. After analysis the speaks of students and teacher and gestural expressions of the group, we identify that there was teaching and learning, of forms collaborative and cooperative. We discuss concepts of collaboration and cooperation based on Genetic Epistemology and other authors that approach structuralist constructivism. In the course of the work we suggest terms such as doubts, suggestions, collaborative pyramid, collaborative pine, syntactic categories, semantic categories and others that allowed us to identify how teaching and learning occurred during and after the process preparation and confection of the robot. / Este trabalho é uma pesquisa de estudo de caso cujo objetivo principal foi identificar se há ensino e aprendizagem de conceitos de corrosão eletroquímica no curso de Engenharia Civil de forma colaborativa através da robótica educacional. A proposta aqui apresentada foi desenvolvida com alunos do curso de Engenharia Civil da Faculdade de Iporá-GO, que foram responsáveis por discutir, planejar e construir um robô utilizando os conhecimentos de química, eletrônica, mecânica e software para aplicação na Engenharia Civil, como a identificação de corrosão eletroquímica em estruturas de concreto armado. Após análise das falas de alunos e professor e expressões gestuais do grupo, identificamos que houve ensino e aprendizagem de formas colaborativa e cooperativa. Discutimos conceitos de colaboração e cooperação baseados na Epistemologia Genética e outros autores que abordam o construtivismo estruturalista. No decorrer do trabalho, sugerimos termos como dúvidas, sugestões, pirâmide colaborativa, pinheiro colaborativo, categorias sintáticas, categorias semânticas e outros que nos permitiram identificar como o ensino e a aprendizagemocorreram durante e após os processos de planejamento e confecção do robô.

The inception of technology education as a learning area in the South African national curriculum has posed challenges different from those in the other learning areas. Technology education is, compared to subjects such as mathematics and science, still a fairly new subject both nationally and internationally. As a result technology education does not have a large research base or established subject philosophy. This can lead to problems in understanding the nature of technology and other pedagogical problems, such as the fragmentation of curricula in which content is simply parcelled in ‘departments’. One way through which technology can be conceptualized and understood is through technology as knowledge (epistemology). In the absence of an established subject philosophy for technology education, one can draw on frameworks from other disciplines in the field, such as engineering and design practice, for insights into technological knowledge. Educators, however, still need to determine the usefulness of these frameworks to technology education. The purpose of this study therefore, is to investigate the usefulness of an epistemological framework chiefly derived from engineering to be able to describe the nature of technological knowledge, in an attempt to contribute towards the understanding of this relatively new learning area. The conceptual framework for this study was derived mainly from Vincenti’s (1990) categories of knowledge and knowledge-generating activities based on his research into historical aeronautic engineering cases. A combination of quantitative and qualitative research was used to provide insight into the categories of knowledge and knowledge-generating activities used by students at the University of Pretoria during capability tasks. This included an analysis of the questionnaire (quantitative data), which was administered to and completed by the students, as well as a content analysis (qualitative data) of the students’ project portfolios. Findings from this study suggest that the conceptual framework chiefly derived from and used by professional engineers is useful in technology education. The findings also suggest that both the categories of technological knowledge and the knowledge generating activities apply to all the content areas, i.e. structures, systems and control, and processing, in technology education. The study recommends that researchers and educators deepen their understanding of the nature of technological knowledge by considering the categories of technological knowledge and the knowledge-generating activities presented in the conceptual framework. In order to “operationalise” the conceptual framework, educators must consciously attempt to include items of knowledge from each category of knowledge when conceptualising capability tasks for their learning programmes. The framework can then be used as a matrix to evaluate their learning programmes to ensure that all knowledge items (categories and activities) are addressed in each capability task in the technology learning programmes. / Thesis (PhD)--University of Pretoria, 2009. / Curriculum Studies / unrestricted