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Contributo da app kahoot na aprendizagem da física do 8º ano: relatório de atividade profissional
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Abstract(s)
O presente relatório foi elaborado nos termos do despacho reitoral 033/2011, de 8 de abril de 2011 e do Regulamento Geral de Mestrados e Doutoramentos da Universidade do Algarve, relativo ao processo de obtenção do grau de Mestre por licenciados Pré-Bolonha.
No primeiro capítulo descrevemos, de forma detalhada, a atividade académica, formação e atividade profissional. A descrição é complementada com a reflexão crítica acerca do desenvolvimento do percurso formativo e profissional.
Na segunda parte do relatório apresentamos a investigação realizada com o objetivo de refletir sobre o papel das metodologias ativas da gamificação que promovem a aprendizagem dos alunos.
Hoje, as crianças são nativos digitais, já cresceram com as tecnologias móveis, e o seu uso origina aulas mais interessantes e motivadoras, tornando o aluno mais participativo nas atividades. A gamificação é uma das abordagens e técnicas educacionais que aumentam a motivação e o envolvimento dos alunos. No entanto, ainda há um longo caminho a percorrer nas nossas escolas para alterar os processos de ensino e de aprendizagem, bem como a avaliação quando se usa a tecnologia nas práticas educativas. Os professores terão de resolver questões importantes relacionadas com a adaptação para os alunos com diferentes estilos de aprendizagem e que exigem novos requisitos para o ensino e a aprendizagem.
O trabalho tem como objetivo investigar o uso do Kahoot - uma ferramenta da web 3.0 - como recurso educativo no processo de ensino-aprendizagem de uma turma do 8º ano na área de Física. Nesse sentido, procurámos investigar se o uso de Kahoot facilita, e/ou melhora, tanto a avaliação diagnóstica quanto a formativa. Simultaneamente, procuramos também investigar se o feedback criado por essa ferramenta é importante para o aluno aprender a aprender.
Para atingir os objetivos desta investigação foi realizado um estudo de caso com alunos de um agrupamento escolar em Portimão utilizando uma pesquisa quantitativa.
Os alunos realizaram as atividades propostas e responderam a um questionário. De acordo com os resultados, houve uma melhoria na aprendizagem dos alunos, revendo e reforçando os conceitos aprendidos de uma forma divertida, envolvente, motivadora e interessante.
Os resultados sugerem igualmente que a ferramenta facilitou a avaliação, pois o feedback automático tornou os alunos mais conscientes das suas dificuldades, promovendo assim um processo de aprendizagem mais eficiente. A ferramenta em questão melhorou a avaliação considerando que, ao reconhecerem as suas dificuldades, os alunos criaram facilmente o conhecimento e desmistificaram conceitos errados.
A interação estabelecida com a app Kahoot sugere que, como tecnologia avaliativa, é relevante colocar o aluno no centro do processo, oferecendo motivação e possibilitando o processo de aprendizagem.
This report was prepared pursuant to Resolution of the Scientific Council 033/2011 of 8 April and Master’s and PhD General Regulation of the Algarve University (UALG) on the Master degree achievement by “Pre-Bologna under graduation”. The first part of this report presents a description of the author’s professional activities as a teacher of physics and chemistry in the 3rd cycle of Basic Education and Secondary Education. The description of activities is accompanied by a critical analysis on the choices, attitudes and practices of the author, showing the contribution of professional activity to her personal and professional development. The second part of the report is about an investigation has the purpose of reflecting on a set of new teaching strategies that promote student learning. More precisely, the purpose is to analyse the influence of gamification on the teaching-learning process in order to motivate and to engage students in class activities Today's learners are digital natives. They grew up with digital technologies. Gamification is one of the educational approaches and techniques that increase student motivation and engagement. However, there is still a long way to go in our schools to alter the teaching, learning and evaluation processes. Teachers must solve important issues related to the adaptation of the learning process towards students who have different learning styles and new requirements for teaching and learning. The present work aims to investigate the use of Kahoot - a tool of web 3.0 - as an educational resource in the teaching-learning process for one 8th grade class in the area of Physics. In this regard, the present work aims to investigate whether the use of Kahoot facilitates and/or improves both the diagnostic and formative evaluation in the class. Simultaneously, it has also the purpose of investigating if the feedback created by this tool is important for the student to learn how to learn. In order to reach the goals of this investigation, a quantitative research using a case study with students of a school group in Portimão was conducted. The students performed the proposed activities and then answered a questionnaire form. According to the results of the use of the game, there was an improvement in students’ learning by reviewing and reinforcing the concepts learned in a fun, engaging, motivating and interesting way. Results imply too that the tool facilitated the evaluations as the automatic feedback made the students more aware of their difficulties thus promoting a more efficient learning process. The tool in question improved the evaluation considering that, by acknowledging their difficulties, the students easily created knowledge and demystified wrong concepts. The interaction established with Kahoot suggests that, as an evaluative technology, it is relevant to place the student in the centre of the apprenticeship offering motivation and enabling the learning process.
This report was prepared pursuant to Resolution of the Scientific Council 033/2011 of 8 April and Master’s and PhD General Regulation of the Algarve University (UALG) on the Master degree achievement by “Pre-Bologna under graduation”. The first part of this report presents a description of the author’s professional activities as a teacher of physics and chemistry in the 3rd cycle of Basic Education and Secondary Education. The description of activities is accompanied by a critical analysis on the choices, attitudes and practices of the author, showing the contribution of professional activity to her personal and professional development. The second part of the report is about an investigation has the purpose of reflecting on a set of new teaching strategies that promote student learning. More precisely, the purpose is to analyse the influence of gamification on the teaching-learning process in order to motivate and to engage students in class activities Today's learners are digital natives. They grew up with digital technologies. Gamification is one of the educational approaches and techniques that increase student motivation and engagement. However, there is still a long way to go in our schools to alter the teaching, learning and evaluation processes. Teachers must solve important issues related to the adaptation of the learning process towards students who have different learning styles and new requirements for teaching and learning. The present work aims to investigate the use of Kahoot - a tool of web 3.0 - as an educational resource in the teaching-learning process for one 8th grade class in the area of Physics. In this regard, the present work aims to investigate whether the use of Kahoot facilitates and/or improves both the diagnostic and formative evaluation in the class. Simultaneously, it has also the purpose of investigating if the feedback created by this tool is important for the student to learn how to learn. In order to reach the goals of this investigation, a quantitative research using a case study with students of a school group in Portimão was conducted. The students performed the proposed activities and then answered a questionnaire form. According to the results of the use of the game, there was an improvement in students’ learning by reviewing and reinforcing the concepts learned in a fun, engaging, motivating and interesting way. Results imply too that the tool facilitated the evaluations as the automatic feedback made the students more aware of their difficulties thus promoting a more efficient learning process. The tool in question improved the evaluation considering that, by acknowledging their difficulties, the students easily created knowledge and demystified wrong concepts. The interaction established with Kahoot suggests that, as an evaluative technology, it is relevant to place the student in the centre of the apprenticeship offering motivation and enabling the learning process.
Description
Keywords
Jogo Educativo Kahoot Motivação Ensino Aprendizagem móvel Feedback Avaliação formativa