Loading...
Publication
A aplicação digital WheelDecide e suas potencialidades educativas : resultados de uma investigação no 1.º CEB
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 856.31 KB | Adobe PDF |
Advisor(s)
Abstract(s)
As tecnologias digitais apresentam um papel relevante nas escolas contribuindo para a
promoção de diferentes contextos de ensino e de aprendizagem. A aplicação digital
WheelDecide apresenta diversas finalidades a nível educativo apesar de poder ‘apenas’
ser encarada como uma roleta convencional. É uma roleta temática de conteúdos que
pode ser personalizada e, por essa razão, pode incluir conteúdos de todas as áreas do
conhecimento do 1.º CEB o que lhe permite ser explorada de acordo com as necessidades
e especificidades dos alunos. De modo a compreender se a WheelDecide promove
melhores aprendizagens nos alunos realizámos uma investigação de natureza qualitativa,
optando pela investigação-ação, numa turma de 2.º ano de escolaridade com 21 alunos.
Foram implementadas como técnicas e instrumentos de recolha de dados a observação
direta/participante, notas de campo, entrevistas semiestruturadas à professora titular e a
duas docentes do 1.º CEB e a aplicação de inquéritos por questionário aos encarregados
de educação. Nas primeiras sessões práticas a roleta de conteúdos foi elaborada pela
professora. Numa fase posterior, foram os alunos que construíram as suas próprias roletas
de conteúdos o que fez com que fossem os alunos a decidirem quais os conteúdos a
envolver, quais as perguntas a apresentar, o que obrigou a que os alunos dominassem os
conteúdos envolvidos. Através destas atividades foi possível averiguar que a aplicação
digital WheelDecide promove melhores aprendizagens num contexto de trabalho
colaborativo no âmbito do processo de avaliação formativa. Foi possível constatar que as
aprendizagens realizadas recorrendo à utilização da aplicação digital foram facilitadas e
despertaram o interesse dos alunos. Tendo em consideração a triangulação de dados das
sessões práticas e da análise de conteúdo às entrevistas realizadas às professoras do 1.º
CEB e ao tratamento de dados dos inquéritos por questionário aplicados aos pais dos
alunos, houve um largo consenso de que se devem utilizar recursos digitais em contexto
de sala de aula, porque os alunos se mostram mais envolvidos nas suas aprendizagens.
Para além das potencialidades já identificadas, é importante realçar-se a fase de
elaboração da roleta de conteúdos pelos alunos, que os ‘obrigou’ a discutirem entre si
quais os conteúdos a envolver. Ao mesmo tempo, implementou-se uma avaliação
formativa, no sentido de se averiguar o que estava mais ou menos consolidado em termos
de aprendizagens.
Abstract: Digital technologies play an important role in schools, contributing to the promotion of different teaching and learning contexts. The WheelDecide digital application has several purposes at an educational level, although it can 'only' be seen as a conventional roulette wheel. It is a thematic roulette wheel of content that can be customized and, for that reason, can include content from all areas of knowledge of the 1st CEB, which allows it to be explored according to the needs and specificities of the students. In order to understand whether WheelDecide promotes better learning among students, we carried out a qualitative investigation, opting for action-research, in a 2nd grade class with 21 students. Direct/participant observation, field notes, semi-structured interviews with the head teacher and two teachers from the 1st CEB and the application of questionnaire surveys to parents and guardians were implemented as data collection techniques and instruments. In the first practical sessions, the content roulette was prepared by the teacher. At a later stage, it was the students who built their own content roulettes, which made it up to the students to decide which contents to involve, which questions to present, which forced the students to master the contents involved. Through these activities it was possible to verify that the WheelDecide digital application promotes better learning in a context of collaborative work within the scope of the formative assessment process. It was possible to verify that the learning carried out using the digital application was facilitated and aroused the interest of the students. Considering the triangulation of data from the practical sessions and the content analysis of the interviews carried out with the teachers of the 1st CEB and the treatment of data from the questionnaire surveys applied to the students' parents, there was a broad consensus that resources should be used digital technologies in the classroom context because students are more involved in their learning. In addition to the already identified potentialities, it is important to highlight the stage of elaboration of the contents roulette by the students, which 'forced' them to discuss among themselves which contents to involve and, at the same time, a formative assessment was implemented, in the sense of finding out what was consolidated in terms of learning.
Abstract: Digital technologies play an important role in schools, contributing to the promotion of different teaching and learning contexts. The WheelDecide digital application has several purposes at an educational level, although it can 'only' be seen as a conventional roulette wheel. It is a thematic roulette wheel of content that can be customized and, for that reason, can include content from all areas of knowledge of the 1st CEB, which allows it to be explored according to the needs and specificities of the students. In order to understand whether WheelDecide promotes better learning among students, we carried out a qualitative investigation, opting for action-research, in a 2nd grade class with 21 students. Direct/participant observation, field notes, semi-structured interviews with the head teacher and two teachers from the 1st CEB and the application of questionnaire surveys to parents and guardians were implemented as data collection techniques and instruments. In the first practical sessions, the content roulette was prepared by the teacher. At a later stage, it was the students who built their own content roulettes, which made it up to the students to decide which contents to involve, which questions to present, which forced the students to master the contents involved. Through these activities it was possible to verify that the WheelDecide digital application promotes better learning in a context of collaborative work within the scope of the formative assessment process. It was possible to verify that the learning carried out using the digital application was facilitated and aroused the interest of the students. Considering the triangulation of data from the practical sessions and the content analysis of the interviews carried out with the teachers of the 1st CEB and the treatment of data from the questionnaire surveys applied to the students' parents, there was a broad consensus that resources should be used digital technologies in the classroom context because students are more involved in their learning. In addition to the already identified potentialities, it is important to highlight the stage of elaboration of the contents roulette by the students, which 'forced' them to discuss among themselves which contents to involve and, at the same time, a formative assessment was implemented, in the sense of finding out what was consolidated in terms of learning.
Description
Keywords
1.º Ciclo do Ensino Básico WheelDecide Trabalho colaborativo Avaliação formativa TIC Basic Education Collaborative work Formative assessment ICT
Citation
Gil, H. & Mateus, R. (2023). A aplicação digital WheelDecide e suas potencialidades educativas : resultados de uma investigação no 1.º CEB. In Silva, E., Mesquita, C., Pires, M. & Lopes, R., ed. Encontro Internacional de Formação na Docência, 7, (INCTE). Bragança: Instituto Politécnico. ISBN 978-972-745-318-4. p. 271-282.