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Desenvolvimento do currículo do 4º ano de escolaridade: análise da utilização de uma plataforma de e-learning em contexto escolar
| Content Provider | Semantic Scholar |
|---|---|
| Author | Fonseca, Arnaldo |
| Copyright Year | 2013 |
| Abstract | Starting from a sense of pedagogical innovation based on a conception of clear break with traditional pedagogical approaches related to a certain transmissive / reproductive knowledge perspective, this research work examines the use, in a school curriculum context, of a e-learning platform, considering a constructivistic referential framework in which the student can take a central and active role in his knowledge creating process. Consisting of a qualitative approach, the case study falls within an interpretative paradigm emerges from the analysis of the use by students in a class of 4th grade of schooling in the e-learning platform "Escola VirtualTM". For this purpose, the diversity of techniques for data collection participant observation, interviews and document analysis allows a triangulation of the same, in a underlying sense of depth comprehension of the phenomenon examined. Thus, the research focuses on three referential components: Pedagogical Component, Content Component and Interface Component. The results show that, under the first component, appear especially facilitated collaborative processes among students, although in the context of face interaction and essentially ad hoc; the acting teacher, keeping its essential nature, acquires a dimension of proximity and guidance of pupils while, on the other hand, the motivational level of students is encouraged, focusing students in the learning tasks. The nature of this feedback, however, proved to be a factor with damaging effects for the students reflexive and metacognitive processes. As regards content, it was apparent some lightness and fragility of design, in many cases proven by a significant amount of errors and lapses of various kinds, while the nature of pre-formatted content structuring them in "Learning Objects" significantly limited the possibility of developing active and creative learning process by the students, as well as negating the ability to approach the practical skills under the National Program of Basic Education. Finally, the interface which, although characterized by its simplicity and intuitiveness, it supports a limited degree of control by students on the interactive streams, reduced to their most basic expressions. In its global aspect we can consider that, for a school curriculum, the platform "Escola Virtual TM" is not constituted as a learning tool witch can fit into a paradigm of pedagogical innovation congruent with the meaning behind defended, notwithstanding we may understand that by itself, constitutes a potential asset for the consolidation and testing of knowledge previously acquired. |
| File Format | PDF HTM / HTML |
| Alternate Webpage(s) | https://digituma.uma.pt/bitstream/10400.13/354/1/MestradoArnaldoFonseca.pdf |
| Language | English |
| Access Restriction | Open |
| Content Type | Text |
| Resource Type | Article |
