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Previous issue date: 2017-07-14 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior (CAPES) / O processo de ensino da rob?tica educacional envolve n?o apenas a cria??o de
um rob?, mas tamb?m a utiliza??o do mesmo para a realiza??o de uma atividade
interdisciplinar. O uso de rob?tica em sala de aula levanta uma quest?o: como os
alunos ser?o avaliados nos conceitos que envolvem a aula de rob?tica educacional?
Desenvolvemos neste trabalho uma metodologia de avalia??o dos alunos em aulas
de rob?tica educacional. Baseado em pesquisas com professores e no conhecimento
da equipe sobre a ?rea, levantamos crit?rios de avalia??o relevantes para esta ?rea
de ensino, considerando os t?picos de uma aula de rob?tica educacional que devem
ser avaliados: montagem do rob?, programa??o do rob? e resolu??o da atividade
interdisciplinar proposta. Al?m destes crit?rios, existem pontos sobre rela??o social
que tamb?m s?o relevantes em aulas de rob?tica educacional, como intera??o social,
trabalho em equipe, concentra??o, criatividade, participa??o, entre outros. Com este
objetivo, definimos seis crit?rios avaliativos que podem ser aplicados na avalia??o
a crit?rio do professor. No entanto, reconhecemos o desafio da aplica??o de uma
metodologia avaliativa em aulas de rob?tica educacional, por demandar muito tempo
e esfor?o do professor, que deve ficar atento a todos os passos da aula de rob?tica,
e aplicar os crit?rios avaliativos a todos os alunos. Com o objetivo de auxiliar
o docente nesta tarefa, inserimos esta metodologia de avalia??o em um simulador
de rob?tica educacional, permitindo que o simulador realize a avalia??o de forma
autom?tica, fornecendo ao professor apenas os resultados da mesma. O professor
ainda ? o respons?vel por definir todos os crit?rios avaliativos, mas o simulador ? o
respons?vel por analisar o aluno ? medida que ele executa uma atividade e atribuir
a ele notas considerando os crit?rios definidos pelo professor. Por fim, para validar
a metodologia de avalia??o, foram realizados testes com professores de rob?tica,
nos quais os professores deveriam cadastrar os par?metros avaliativos de algumas
atividades e analisar os resultados fornecidos pelo simulador ? medida que os alunos
executavam estas atividades. Os resultados mostram que os professores tem interesse
em utilizar esta metodologia e que acreditam que os crit?rios avaliativos propostos
s?o de grande import?ncia para uma aula de rob?tica educacional, permitindo que
o professor realize modifica??es no processo de ensino caso identifique dificuldades
por parte dos alunos. / The process of teaching educational robotics involves not only the creation of a
robot, but also the use of it for conducting an interdisciplinary activity. The use
of robotics in the classroom raises an issue: how will students be evaluated in the
concepts that involves educational robotics topics? We developed a methodology
used to evaluate students on educational robotics classes. Based on researches with
robotics teachers and the knowledge of this research team about the area, we raised
evaluation criterias relevant to this area of education, considering the topics of an
educational robotics class that should be evaluated: robot assembly, robot programming
and the resolution of the interdisciplinary proposed activity. In addition to
these criteria, there are points about social relationships that are also relevant in
educational robotics classes, such as social interaction, teamwork, concentration, creativity,
participation, among others. With this objective, we defined six evaluation
criteria that can be applied in the evaluation at the teacher?s discretion. However,
we recognize the challenge of applying an evaluative methodology in educational robotics
classes, because it requires a lot of time and e?ort from the teacher, who must
be attentive to all the steps of the robotics class, and apply the evaluation criteria to
all students. With the objective of assisting the teacher in this task, we inserted this
evaluation methodology in an educational robotic simulator, allowing the simulator
to perform the evaluation automatically, providing the teacher with the results. The
teacher is still responsible for defining all the evaluative criteria, but the simulator is
responsible for analyzing the student as he performs an activity and assigning grades
to the student considering the criteria defined by the teacher. Finally, to validate
the evaluative methodology, tests were performed with robotic teachers, in which
teachers should register the evaluative parameters of some activities and analyze the
results provided by the simulator as the students performed these activities. The
results show that teachers are interested in using this methodology and believe that
the proposed evaluation criteria are of great importance for an educational robotics
class, allowing the teacher to carry out changes in the teaching process if it identifies
difficulties by students.
| Identifer | oai:union.ndltd.org:IBICT/oai:repositorio.ufrn.br:123456789/24132 |
| Date | 14 July 2017 |
| Creators | Fernandes, Carla da Costa |
| Contributors | 32541457120, Burlamaqui, Aquiles Medeiros Filgueira, 03420818459, Garcia, Luciane Terra dos Santos, 00896996700, Burlamaqui, Akynara Aglae Rodrigues Santos da Silva, 05228708480, Barros, Renata Pitta, 04746893446, Azevedo, Samuel Oliveira de, 03463305488, Lima, Sarah Thomaz de, 05226671474, Gon?alves, Luiz Marcos Garcia |
| Publisher | PROGRAMA DE P?S-GRADUA??O EM ENGENHARIA EL?TRICA E DE COMPUTA??O, UFRN, Brasil |
| Source Sets | IBICT Brazilian ETDs |
| Language | Portuguese |
| Detected Language | English |
| Type | info:eu-repo/semantics/publishedVersion, info:eu-repo/semantics/doctoralThesis |
| Source | reponame:Repositório Institucional da UFRN, instname:Universidade Federal do Rio Grande do Norte, instacron:UFRN |
| Rights | info:eu-repo/semantics/openAccess |
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