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Advisor(s)
Abstract(s)
Em tempos de mudança é importante introduzir tecnologias no processo de ensino-aprendizagem, uma vez que estas alteram a natureza do trabalho que se realiza na sala de aula. Ao fazê-lo, colocamos em interação e trazemos à discussão três
componentes importantes: o conteúdo curricular, o método pedagógico adotado
e a competência a nível tecnológico e, dessa forma, integramos a tecnologia a três
níveis – o teórico, o pedagógico e o metodológico (Mishra & Koehler, 2006).
Apoiadas no modelo Technological Pedagogical Content Knowledge (TPCK)
- Conhecimento Tecnológico Pedagógico do Conteúdo (TPACK) bem como nos
princípios da Educação Crítica de Paulo Freire, trazemos à discussão uma prática
de formação de professores que tem como foco a transformação de práticas dos
professores em formação, através da inclusão de tecnologias digitais e de metodologias de trabalho nas quais o diálogo é fundamental para que o aluno/formando
tenha um papel ativo e crítico na sua aprendizagem. Analisaremos a implementação de um cenário de aprendizagem que tem como foco a construção de um parque eólico, com utilização da modelação 3D, no sentido de analisar as potencialidades e desafios deste tipo de trabalho no processo de ensino-aprendizagem.
In times of change, it is important to introduce technologies in the teaching-learning process, as these alter the nature of the work that is carried out in the classroom. In doing so, we put into interaction and bring to the discussion three important components: the curricular content, the pedagogical method adopted and the competence at the technological level and, thus, we integrate technology at three levels - the theoretical, the pedagogical and the methodological (Mishra & Koehler, 2006). Supported by the Technological Pedagogical Content Knowledge (TPCK) model as well as the principles of Critical Education by Paulo Freire, in this commu nication, we will analyze a teacher training practice that focuses on transforming teacher practices in training, through the inclusion of digital technologies and work methodologies in which dialogue is essential for the teacher that learns to have an active and critical role in their learning. We will analyze the implementation of a learning scenario that focuses on the construction of a wind farm, using 3D modeling, to analyze the potential and challenges of this type of work in the teaching-learning process.
In times of change, it is important to introduce technologies in the teaching-learning process, as these alter the nature of the work that is carried out in the classroom. In doing so, we put into interaction and bring to the discussion three important components: the curricular content, the pedagogical method adopted and the competence at the technological level and, thus, we integrate technology at three levels - the theoretical, the pedagogical and the methodological (Mishra & Koehler, 2006). Supported by the Technological Pedagogical Content Knowledge (TPCK) model as well as the principles of Critical Education by Paulo Freire, in this commu nication, we will analyze a teacher training practice that focuses on transforming teacher practices in training, through the inclusion of digital technologies and work methodologies in which dialogue is essential for the teacher that learns to have an active and critical role in their learning. We will analyze the implementation of a learning scenario that focuses on the construction of a wind farm, using 3D modeling, to analyze the potential and challenges of this type of work in the teaching-learning process.
Description
Keywords
Diálogo Aprendizagem Professores em formação Modelação 3D Dialogue Learning Teachers training 3D modeling . Faculdade de Ciências Exatas e da Engenharia Faculdade de Ciências Sociais
Citation
Publisher
Centro de Investigação em Educação da Universidade da Madeira (CIE-UMa)