Student voice and choice for building project-based learning

This article aims to present one of the stages of a training itinerary in order to answer the following question: What is the students' previous knowledge about GPS and how their protagonism can guide the development of a PBL? The research was carried out in a public school in Mato Grosso do Su...

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Autores principales: Guevara Delgado, Patrick Luiz, Barcellos Calheiro, Lisiane
Formato: Artículo revista
Lenguaje:Portugués
Publicado: Asociación de Profesores de Física de la Argentina 2022
Materias:
Project-based learning
Training itinerary
GPS
Theory of relativity
Aprendizagem baseada em projetos
Itinerário formativo
Teoria da relatividade
Acceso en línea:https://revistas.unc.edu.ar/index.php/revistaEF/article/view/39807
Aporte de:
Revista de Enseñanza de la Física de Universidad Nacional de Córdoba
id I10-R316-article-39807
record_format ojs
spelling I10-R316-article-398072023-09-12T17:03:18Z Student voice and choice for building project-based learning A voz e a escolha do aluno para a construção de uma aprendizagem baseada em projetos Guevara Delgado, Patrick Luiz Barcellos Calheiro, Lisiane Project-based learning Training itinerary GPS Theory of relativity Aprendizagem baseada em projetos Itinerário formativo Teoria da relatividade GPS This article aims to present one of the stages of a training itinerary in order to answer the following question: What is the students' previous knowledge about GPS and how their protagonism can guide the development of a PBL? The research was carried out in a public school in Mato Grosso do Sul, Brazil, in High School, in the course Formative Itinerary. Through the "Student's Voice and Choice" step, we seek to identify the students' prior knowledge using the SQP model as a data collection method, which, through three questions, helps to understand where students are in relation to specific content. The Framework consists of placing a series of questions about a particular topic, since when identifying or what students already know about a theme, the PBL group will already be in the knowledge activity that was acquired. For the analysis of the results, we used the Iramuteq software, in order to construct a graph of the maximum similarity tree. The graphs generated from the questions were able to guide which procedures will be taken from that point on, in addition to making clear the students' expectations regarding what will be developed as well as previous knowledge about the proposed theme. Este artigo tem como objetivo apresentar uma das etapas de um itinerário formativo visando responder a seguinte questão: Quais os conhecimentos prévios dos estudantes a respeito do GPS e como o protagonismo deles pode guiar o desenvolvimento de uma ABP? A pesquisa foi realizada em uma escola pública de Mato Grosso do Sul, Brasil, no Ensino Médio, na disciplina Itinerário Formativo. Através da etapa a “Voz e Escolha do Aluno”, buscamos identificar os conhecimentos prévios dos estudantes utilizando como método de coleta de dados o modelo SQP o qual, através de três questões, auxilia a entender onde os estudantes se encontram em relação a um conteúdo específico. O Quadro consiste na colocação de uma série de questionamentos a respeito de um determinado tópico, visto que ao identificar o que os alunos já sabem sobre uma temática, o grupo da ABP já estará trabalhando o conhecimento que foi adquirido. Para a análise dos resultados utilizamos o software Iramuteq, de forma a construir um grafo da árvore máxima de similitude. Os grafos gerados a partir das questões puderam orientar quais procedimentos serão tomados desse ponto em diante, além de deixar claro as expectativas dos estudantes perante o que será desenvolvido bem como os conhecimentos prévios acerca da temática proposta. Asociación de Profesores de Física de la Argentina 2022-12-21 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/revistaEF/article/view/39807 Journal of Physics Teaching; Vol. 34: Extra Issue: Selection of papers submitted to SIEF; 135-143 Revista de Enseñanza de la Física; Vol. 34: Número Extra: Selección de Trabajos presentados a SIEF; 135-143 Revista de Enseñanza de la Física; v. 34: Edição extra: Seleção de artigos enviados ao SIEF; 135-143 2250-6101 0326-7091 por https://revistas.unc.edu.ar/index.php/revistaEF/article/view/39807/39938 http://creativecommons.org/licenses/by-nc-nd/4.0
institution Universidad Nacional de Córdoba
institution_str I-10
repository_str R-316
container_title_str Revista de Enseñanza de la Física
language Portugués
format Artículo revista
topic Project-based learning
Training itinerary
GPS
Theory of relativity
Aprendizagem baseada em projetos
Itinerário formativo
Teoria da relatividade
GPS
spellingShingle Project-based learning
Training itinerary
GPS
Theory of relativity
Aprendizagem baseada em projetos
Itinerário formativo
Teoria da relatividade
GPS
Guevara Delgado, Patrick Luiz
Barcellos Calheiro, Lisiane
Student voice and choice for building project-based learning
topic_facet Project-based learning
Training itinerary
GPS
Theory of relativity
Aprendizagem baseada em projetos
Itinerário formativo
Teoria da relatividade
GPS
author Guevara Delgado, Patrick Luiz
Barcellos Calheiro, Lisiane
author_facet Guevara Delgado, Patrick Luiz
Barcellos Calheiro, Lisiane
author_sort Guevara Delgado, Patrick Luiz
title Student voice and choice for building project-based learning
title_short Student voice and choice for building project-based learning
title_full Student voice and choice for building project-based learning
title_fullStr Student voice and choice for building project-based learning
title_full_unstemmed Student voice and choice for building project-based learning
title_sort student voice and choice for building project-based learning
description This article aims to present one of the stages of a training itinerary in order to answer the following question: What is the students' previous knowledge about GPS and how their protagonism can guide the development of a PBL? The research was carried out in a public school in Mato Grosso do Sul, Brazil, in High School, in the course Formative Itinerary. Through the "Student's Voice and Choice" step, we seek to identify the students' prior knowledge using the SQP model as a data collection method, which, through three questions, helps to understand where students are in relation to specific content. The Framework consists of placing a series of questions about a particular topic, since when identifying or what students already know about a theme, the PBL group will already be in the knowledge activity that was acquired. For the analysis of the results, we used the Iramuteq software, in order to construct a graph of the maximum similarity tree. The graphs generated from the questions were able to guide which procedures will be taken from that point on, in addition to making clear the students' expectations regarding what will be developed as well as previous knowledge about the proposed theme.
publisher Asociación de Profesores de Física de la Argentina
publishDate 2022
url https://revistas.unc.edu.ar/index.php/revistaEF/article/view/39807
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first_indexed 2024-09-03T20:40:54Z
last_indexed 2024-09-03T20:40:54Z
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