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Uma experiência em e-learning local e a distância numa escola de formação inicial de professores de Química em Angola
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Orientador(es)
Resumo(s)
A inserção de diversas ferramentas tecnológicas proporcionadas pelo avanço das tecnologias de
informação e comunicação no contexto escolar trouxeram consigo mudanças consideráveis na
maneira de conceber o ensino, os ambientes presenciais deixaram de monopolizar os cenários de
aprendizagem e surgiram os ambientes virtuais de aprendizagem que alargaram os espaços para
a busca de conhecimento e de interação. Seguindo esta dinâmica, retrata-se no presente trabalho uma
experiência em e-learning local e a distância ocorrida na disciplina de Prática Pedagógica do curso
de Ensino da Química no Instituto Superior de Ciências de Educação da Huíla onde foi introduzida
uma componente virtual como complemento ao ensino presencial, tendo sido usada a plataforma
Moodle para a sua materialização.
Um dos principais constrangimentos nesta disciplina é o número desproporcional de alunos para cada
professor, aliado ao facto de alguns alunos serem trabalhadores e exercerem a atividade laboral
noutros municípios da província, o que tem condicionado o seu regular acesso às aulas. Deste modo,
foi desenvolvida a presente investigação cujo principal objetivo foi o de implementar o e-learning
local e a distância na disciplina de Prática Pedagógica no Curso de Ensino da Química e avaliar o
seu impacto. Foram realizadas três experiências pedagógicas em 2015, 2016 e 2017, participaram 34
alunos do 3.º e 4.º anos do curso supracitado e foi utilizada a metodologia design based research.
Os resultados obtidos mostraram que o modelo proporcionou maior interatividade entre os
participantes, promoveu o trabalho colaborativo, elevou o nível de conhecimentos dos alunos no
domínio das novas tecnologias e tiveram impacto positivo no desempenho destes, podendo, portanto,
servir de indicadores para uma ampla inserção das (TIC) nesta instituição.
The insertion of several technological tools provided by the advancement of information and communication technologies in the school context brought with them considerable changes in the way of conceiving teaching, face-to-face environments stopped monopolizing the learning scenarios and the virtual learning environments emerged, widening the spaces for the search for knowledge and interaction. Following this dynamic, the present work portrays an experience in local and distance e-learning that took place at the Instituto Superior de Ciências de Educação da Huíla, in the Pedagogical Practice discipline of the Chemistry Teaching course in which a virtual component was introduced, such as complement to classroom teaching, using the Moodle platform for its materialization. One of the main constraints in this discipline is the disproportionate number of students for each teacher, coupled with the fact that some are workers and work in other municipalities in the province, which has conditioned their regular access to classes. In this way, the present investigation was developed whose main objective was to implement local and distance e-learning in the discipline of Pedagogical Practice in the Chemistry Teaching Course and to evaluate its impact. Three pedagogical experiments were carried out in 2015, 2016 and 2017, 34 students from the 3rd and 4th years of the aforementioned course participated and the design-based research methodology was used. The results obtained showed that the model provided greater interactivity among the participants, promoted collaborative work, raised the level of knowledge of students in the domain of new technologies and had a positive impact on their performance, and could therefore serve as indicators for a wide insertion (TIC) in this institution.
The insertion of several technological tools provided by the advancement of information and communication technologies in the school context brought with them considerable changes in the way of conceiving teaching, face-to-face environments stopped monopolizing the learning scenarios and the virtual learning environments emerged, widening the spaces for the search for knowledge and interaction. Following this dynamic, the present work portrays an experience in local and distance e-learning that took place at the Instituto Superior de Ciências de Educação da Huíla, in the Pedagogical Practice discipline of the Chemistry Teaching course in which a virtual component was introduced, such as complement to classroom teaching, using the Moodle platform for its materialization. One of the main constraints in this discipline is the disproportionate number of students for each teacher, coupled with the fact that some are workers and work in other municipalities in the province, which has conditioned their regular access to classes. In this way, the present investigation was developed whose main objective was to implement local and distance e-learning in the discipline of Pedagogical Practice in the Chemistry Teaching Course and to evaluate its impact. Three pedagogical experiments were carried out in 2015, 2016 and 2017, 34 students from the 3rd and 4th years of the aforementioned course participated and the design-based research methodology was used. The results obtained showed that the model provided greater interactivity among the participants, promoted collaborative work, raised the level of knowledge of students in the domain of new technologies and had a positive impact on their performance, and could therefore serve as indicators for a wide insertion (TIC) in this institution.
Descrição
Palavras-chave
ensino a distância e-learning plataforma Moodle design based research