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A autorregulação na aprendizagem da química orgânica: O contributo da APP MILAGE APRENDER+
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Abstract(s)
As diferentes necessidades que os alunos possuem, assim como, as diferenças entre os níveis de ensino, são nos últimos anos motivo de diversos estudos, e para que os alunos consigam desenvolver significado no ensino, os professores precisam desenvolver diferentes estratégias para a promoção da motivação dos alunos (Silva, Sousa, & Anjos, 2020; Paiva, Fonseca, & Colares, 2022). Um exemplo é a aprendizagem da Química, os alunos acham muito complexo, cansativo (Paiva et.al. 2022). O presente trabalho buscou conhecer as contribuições que o uso da tecnologia digital, mais precisamente o uso que a aplicação (i.e., App MILAGE Aprender+), pode proporcionar na motivação dos alunos para a aprendizagem da Química Orgânica, os dados foram recolhidos em dois momentos. Foram 71 participantes estudantes universitários, com idades entre 18 e 25 anos. Posto isso, no que se refere a app, os alunos avaliaram a ferramenta de forma positiva. Os níveis de satisfação da autonomia, competência e relacionamento foram positivos, entretanto sem haver aumento de um momento para o outro. Em relação aos estilos regulatórios também apresentaram valores positivos, entretanto comparando entre os dois momentos a regulação intrínseca, introjetada e externa houve uma baixa, sendo a regulação externa com os índices mais baixos. A regulação identificada apresentou melhores resultados. Não houve correlação direta entre a utilização da App e o desenvolvimento da motivação e autorregulação dos alunos.
Portanto, o desenvolvimento de estratégias de aprendizagem para o ambiente on-line é importante, assim como, a promoção da aprendizagem autorregulada, para a contribuição da formação de alunos mais autónomos.
The different needs that students have, as well as the differences between the levels of education, have been the subject of several studies in recent years, and for students to be able to develop meaning in teaching, teachers need to develop different strategies to promote motivation. of students (Silva, Sousa, & Anjos, 2020; Paiva, Fonseca, & Colares, 2022). An example is learning Chemistry, students find it very complex, tiring (Paiva et.al. 2022). The present work sought to know the contributions that the use of digital technology, more precisely the use that the application (i.e., App MILAGE Learn+), can provide in motivating students to learn Organic Chemistry, the data were collected in two moments. There were 71 university students, aged between 18 and 25 years old. That said, with regard to the app, students evaluated the tool positively. The satisfaction levels of autonomy, competence and relationship were positive, however, there was no increase from one moment to the next. Regarding regulatory styles, they also showed positive values, however, comparing the two moments, the intrinsic, introjected and external regulation showed a low, with the external regulation with the lowest rates. The identified regulation presented better results. There was no direct correlation between the use of the App and the development of students' motivation and self-regulation. Therefore, the development of learning strategies for the online environment is important, as well as the promotion of self- regulated learning, to contribute to the formation of more autonomous students.
The different needs that students have, as well as the differences between the levels of education, have been the subject of several studies in recent years, and for students to be able to develop meaning in teaching, teachers need to develop different strategies to promote motivation. of students (Silva, Sousa, & Anjos, 2020; Paiva, Fonseca, & Colares, 2022). An example is learning Chemistry, students find it very complex, tiring (Paiva et.al. 2022). The present work sought to know the contributions that the use of digital technology, more precisely the use that the application (i.e., App MILAGE Learn+), can provide in motivating students to learn Organic Chemistry, the data were collected in two moments. There were 71 university students, aged between 18 and 25 years old. That said, with regard to the app, students evaluated the tool positively. The satisfaction levels of autonomy, competence and relationship were positive, however, there was no increase from one moment to the next. Regarding regulatory styles, they also showed positive values, however, comparing the two moments, the intrinsic, introjected and external regulation showed a low, with the external regulation with the lowest rates. The identified regulation presented better results. There was no direct correlation between the use of the App and the development of students' motivation and self-regulation. Therefore, the development of learning strategies for the online environment is important, as well as the promotion of self- regulated learning, to contribute to the formation of more autonomous students.
Description
Keywords
Aplicação Aprendizagem on-line Motivação Teoria da autodeterminação Necessidades psicológicas básicas