The purpose of this study is to design and development of an online professional development material for science and technology teachers in order to solve their problems related with assessment and evaluation issues of constructivist learning. For this purpose, design and development research method was used in design, development and validation of this instructional tool. Research has been performed in two parts. In the first part, design and development of online professional development material was carried out. In this part, ADDIE model with rapid prototyping procedure was used in three phases. To gather science and technology teachers&rsquo / perceptions and attitudes towards prototypes, semi-structured interview schedule, Internet Tutorial Attitude Questionnaire, and a Checklist for Product Evaluation was conducted to 21 science and technology teachers in total. These data were analyzed using both qualitative and quantitative methods to reveal considerations of science and technology teachers about these prototypes and to make adjustments on these prototypes accordingly. In second part, final version of this material was evaluated. In this phase, researcher used self-efficacy questionnaire about alternative assessment and evaluation methods and a checklist for material validation. These instruments were administered both before and after use of final version of online professional development material. Descriptive data analysis was conducted to reveal differences in participants&rsquo / perceived-knowledge, beliefs, and applications about alternative assessment and evaluation methods after use of online professional development material. Research results disclosed participants&rsquo / beliefs and attitudes towards content, design and usability issues of online professional development material. Besides, validation of online professional development material revealed positive changes in participants&rsquo / perceived-knowledge, their classroom practices, self-efficacy beliefs and their perceptions about appropriateness of alternative assessment methods&rsquo / usage in classroom.

Orientador: Afira Vianna Ripper / Dissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Educação / Made available in DSpace on 2018-08-23T04:00:52Z (GMT). No. of bitstreams: 1 Camargo_MiriamBeneditadeCastro_M.pdf: 3182752 bytes, checksum: 45394432acc6fd01e5d9e196f8a42654 (MD5) Previous issue date: 2013 / Resumo: Esta pesquisa tem como objeto estudar o processo de apropriação do computador e sua utilização no cotidiano de 05 (cinco) Escolas Municipais de Educação Infantil (EMEIs) do município de Campinas, sendo que 04 (quatro) se situam na região Sul: EMEI Celisa Cardoso do Amaral, EMEI Presidente Campos Salles, EMEI Prefeito José Pires Neto, EMEI Comecinho de Vida e 01 (uma) intitulada EMEI Agostinho Páttaro considerada precursora no trabalho com computador pertencente à região Norte da cidade. Também escrevo sobre a formação continuada recebida pelo professor de Educação Infantil, nos cursos oferecidos pelo Núcleo de Tecnologia Educacional - NTE e seus efeitos no cotidiano das Unidades Educacionais de Educação Infantil. A complexidade deste tema exigiu o estudo de vários autores como: Moran (2000), Silva (2011), Bastos (2001), Monarcha (2001), Faria (1999), Ramos (2010), Ferraz (2001), Kuhlmann (1998), Kenski (2007), Papert (1993), Buckingham (2000), Muller (2009), Juquer (2012), Szymaschi (2001), Hishimoto (2009). Este estudo aponta para a necessidade da Secretaria Municipal de Educação de Campinas aperfeiçoar a política de formação em relação à normatização do cronograma, a divulgação e a integração do conteúdo dos grupos de formação com as atividades realizadas nas Unidades Educacionais de Educação Infantil; de que os cursos ministrados pelo Núcleo de Tecnologia Educacional (NTE) sejam reflexivos e não apenas técnico; dos entraves enfrentados pelos professores e Unidades Educacionais quanto à utilização dos computadores, formação teórica e prática dos professores, que muitas vezes inviabilizam as propostas pedagógicas, além da estrutura física e elétrica inadequada para a instalação do computador e da internet. Neste contexto é importante que haja diálogos e ações conjuntas entre o Departamento Pedagógico, a Coordenadoria de Formação, Núcleos de Ação Educativa Descentralizada, Núcleo de Tecnologia Educacional e Assessoria de Currículo para garantir que os cursos em geral venham contribuir para a continuidade dos projetos idealizados pelo coletivo educacional, visando à qualidade e reflexão nos cursos e ampliação da estrutura física, pessoal, teórica e prática do NTE. / Abstract: This research aims to study the process of appropriation of the computer and its use in the routine of five (05) School District Early Childhood Education (EMEIs) in Campinas, which 04 (four) of them are located in the South region and 01 (one), considered the forerunner in working with computer, belongs to the north region of the city. I also write about kindergarten teacher professional development education in courses offered by the Educational Technology Center - NTE and its effects on the daily routine of Educational Units of Childhood Education. The complexity of this issue required the study of various authors, such as: Moran (2000), Silva (2011), Bastos (2001), Monarcha (2001), Faria (1999), Ramos (2010), Ferraz (2001), Kuhlmann (1998 ) Kenski (2007), Papert (1993), Buckingham (2000), Muller (2009), Juquer (2012), Szymaschi (2001), Hishimoto (2009). This study indicates the need of Municipal Secretary of Education in Campinas to improve the professional development policy in relation to the schedule regulation, dissemination and integration of the content of the training groups with activities done in Early Childhood Educational Units; also the courses offered by the Educational Technology Center (NTE) may be reflexive and not only technical; barriers faced by teachers and Educational Units on the use of computers, theoretical and practical training of teachers, which often do not make the educational proposals possible, and also the physical and electrical structure for the installation of computers and the internet. In this context it is important to have dialogues and joint actions are needed between the Pedagogical Department, the Professional Development Coordination Department, Centers for Decentralized Educational Actions, Educational Technology Center and Curriculum Advisory to ensure the courses will contribute to the continuity of the projects conceived by the collective education, aiming at quality and reflection in courses and expansion of physical infrastructure, personal, theoretical and practical from NTE. / Mestrado / Psicologia Educacional / Mestra em Educação