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Novas tecnologias e o ensino superior: repensando a forma??o docente / New technologies and higher education: rethinking teacher trainingSantiago, Dalva Gonzalez 24 May 2006 (has links)
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Previous issue date: 2006-05-24 / The present work follows the line of research: University Teaching and Teacher Training . Its objective is to investigate the position of different professors concerning the use of new technologies as a pedagogical resource. It tries to contribute to a survey of difficulties regarding the utilization of new technologies in Higher Education, detecting indications of resistance and/or acceptance of the utilization of new technologies on the part of the professors. In this way it seeks to contribute to orientating efficient preparation in the pedagogical use of Information Technology in Higher Education. The study was developed with a qualitative approach with the intention of raising the consciousness of professors in Higher Education regarding the use of educational information technology in the teaching/learning process. The study identifies the position of teachers in the Geography, Administration and Environmental Management Technology courses of ASMEC University in relation to this theme. Three questionnaires were sent to professors of the courses cited above, and only fifteen professors responded, becoming the sampling of this study. From this group, four professors were chosen to be interviewed. The analysis shows convergent and divergent points about the model suggested by authors who research this theme and the model of how educational information technology has been employed by the professors. The study offers suggestions that could contribute to the insertion of technology in education. / O presente trabalho, inserido na linha de pesquisa: Universidade Doc?ncia e Forma??o de Professores , tem como objetivo investigar o posicionamento de professores de diferentes cursos do Ensino Superior quanto ao uso das novas tecnologias educacionais como recurso pedag?gico, e busca contribuir para o levantamento das dificuldades em rela??o ? utiliza??o das novas tecnologias no Ensino Superior, detectando ind?cios de resist?ncia e/ou aceita??o por parte dos professores na utiliza??o da inform?tica educacional. Desta forma, procurar-se-? contribuir para direcionar capacita??es eficientes para o uso pedag?gico da inform?tica na educa??o superior. A pesquisa foi desenvolvida numa abordagem qualitativa, com a inten??o de levantar a vis?o de professores do Ensino Superior quanto ao uso da inform?tica educativa no processo de ensino-aprendizagem, procurando identificar o posicionamento dos docentes dos cursos de Geografia, Administra??o e Tecnologia em Gest?o Ambiental das Faculdades ASMEC em rela??o a este tema. Foram enviados trinta e tr?s question?rios para os professores dos cursos citados anteriormente, obtivemos resposta de apenas quinze docentes que compuseram a amostra desta pesquisa. Destes, foram escolhidos quatro professores para serem entrevistados. A an?lise sinaliza pontos convergentes e divergentes entre a forma sugerida por autores que pesquisam essa tem?tica e a forma como a inform?tica educativa tem sido trabalhada pelos professores. O estudo oferece sugest?es que poder?o contribuir para a inser??o da tecnologia na educa??o.
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V?deo-aula de hist?ria da matem?tica: uma possibilidade did?tica para o ensino de matem?ticaMachado, Benedito Fialho 25 January 2011 (has links)
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Previous issue date: 2011-01-25 / In this work we are disagreeing with the possibility of production and of the use
of video-class for the disciplines of history of mathematics by the teachers of
elementary e middle school as a way to contribute to the development of their
classes. Our goal is to provide to the mathematics teachers the option of
connecting social, scientific, cognitive, and didactic aspects of topics in math
thoughts to their students. That shall be based in the presence of mathematics in
the history of humanity. Thus, we consider possible that teachers and their
students can link and relate mathematics to other sciences, education culture, and
reflect about the many ways of represent them, as well as the patters of
organization of nature and of culture. In this way, they shall be able to observe
and interpret situations that involve mathematical questions associated to the
various means of historic-epistemological studies already done by other
researchers and scholars in the field of history of mathematics who works in
creating video-classes. In addition to that, we can use all the available media in
order to give edifying dynamics to the mathematical formulations established
throughout history. In this sense, we are based and focused on the objectives,
which are sustained by educational computer technology, techniques for video
making, as well as mathematical teaching proposals and the historical inquiring
made by Mendes (2001, 2009a, 2009b). The validating experimentation allowed
us to conclude that the techniques we used in the production of the history of
mathematics video-classes proved they to be valid ones. They are able to be
executed with the minimum of technological resources. In addition, they have
the same efficacy as far as classroom use / Neste trabalho, discorremos sobre a possibilidade da produ??o e do uso de
v?deo-aulas de hist?ria da matem?tica por professores do ensino Fundamental e
M?dio como forma de contribuir para o desenvolvimento de suas aulas. Nosso
objetivo ? dar a esses professores de matem?tica uma op??o de conectarem os
aspectos sociais, cient?ficos, conceituais e did?ticos dos t?picos matem?ticos
ensinados aos seus alunos, tomando como base a presen?a da matem?tica na
hist?ria humana. Assim, consideramos poss?vel que os professores e seus alunos
relacionem a matem?tica ?s outras ci?ncias, ? cultura e ? educa??o, e reflitam
acerca das diversas formas de representa??es e padr?es de organiza??o da
natureza e da cultura, habilitando-se a observar e interpretar situa??es que
envolvam quest?es matem?ticas, associadas aos diversos meios de comunica??o
e informa??o de nosso tempo. Para realizar nosso trabalho, buscamos alguns
estudos hist?rico-epistemol?gicos j? realizados por outros pesquisadores em
hist?ria da matem?tica com vistas ? elabora??o das v?deo-aulas. Al?m disso,
utilizamos as mais variadas m?dias dispon?veis para dar uma din?mica
construtiva ?s formula??es matem?ticas estabelecidas ao longo da hist?ria.
Nesse sentido, Nos apoiamos nas diretrizes sustentadas pela inform?tica
educativa, pelas t?cnicas de elabora??o de v?deo, bem como nas propostas de
ensino de matem?tica por atividades e na investiga??o hist?rica defendida por
Mendes (2001, 2009a, 2009b). A experimenta??o de valida??o permitiu-nos
concluir que as t?cnicas utilizadas por n?s para a produ??o das v?deo-aulas de
hist?ria da matem?tica mostraram-se v?lidas e poss?veis de serem executadas
com um m?nimo de recurso tecnol?gico e que elas t?m efic?cia de uso em sala
de aula
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