WebQuests as an instructional and evaluative resource in Physics based on the theory of meaningful learning
In the face of repeated findings in academic research and in empirical evidence from teachers and evaluative organizations, the teaching of physics in Brazil has been an object of epistemological, theoretical and methodological concern. In this article, we seek to express a reflection and offer an a...
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| Lenguaje: | Portugués |
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Asociación de Profesores de Física de la Argentina
2023
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/41391 |
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I10-R316-article-413912023-09-12T16:42:42Z WebQuests as an instructional and evaluative resource in Physics based on the theory of meaningful learning WebQuests como recurso instrucional e avaliativo em Física baseado na teoria da aprendizagem significativa Silva Filho , Olavo Leopoldino Ferreira, Marcello WebQuests Meaningful learning theory Physics teaching Interactivity WebQuests Teoria da aprendizagem significativa Ensino de física Interatividade In the face of repeated findings in academic research and in empirical evidence from teachers and evaluative organizations, the teaching of physics in Brazil has been an object of epistemological, theoretical and methodological concern. In this article, we seek to express a reflection and offer an alternative instructional action based on an interpretation of the Theory of Meaningful Learning, abundant foundation in the area, associated with the use of WebQuests, a didactic and evaluative strategy adherent to contemporary studies on cognition and interactivity with digital information and communication technologies. Evidencing steps of surveying subsumers, advanced organization, progressive differentiation and integrative reconciliation, we document the bases and explore a computational implementation that mimics the aforementioned amalgam and illustrates possibilities for the development of teaching methodologies articulated with interactive digital technologies. Reiteradas constatações desenvolvidas em pesquisas acadêmicas e em evidências empíricas de professores e organizações avaliativas acerca do estado do ensino de física no Brasil tem-no colocado como objeto de preocupação epistemológica, teórica e metodológica. Neste artigo, buscamos expressar uma reflexão e oferecer uma alternativa de ação instrucional a partir de uma interpretação da Teoria da Aprendizagem Significativa, fundamentação abundante na área, neste recorte associada ao uso de WebQuests, estratégia didática e avaliativa aderente aos estudos contemporâneos acerca da cognição e à interatividade com tecnologias digitais da informação e da comunicação. Evidenciando as etapas de levantamento de subsunçores, organização avançada, diferenciação progressiva e reconciliação integrativa, documentamos as bases e exploramos uma implementação computacional que concretiza o amálgama referido e ilustra possibilidades de desenvolvimento de metodologias de ensino articuladas a tecnologias digitais interativas. Asociación de Profesores de Física de la Argentina 2023-06-16 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf text/html https://revistas.unc.edu.ar/index.php/revistaEF/article/view/41391 10.55767/2451.6007.v35.n1.41391 Journal of Physics Teaching; Vol. 35 No. 1 (2023): January - June; 63-75 Revista de Enseñanza de la Física; Vol. 35 Núm. 1 (2023): Enero - Junio; 63-75 Revista de Enseñanza de la Física; v. 35 n. 1 (2023): Janeiro - Junho; 63-75 2250-6101 0326-7091 10.55767/2451.6007.v35.n1 por https://revistas.unc.edu.ar/index.php/revistaEF/article/view/41391/41358 https://revistas.unc.edu.ar/index.php/revistaEF/article/view/41391/41359 http://creativecommons.org/licenses/by-nc-nd/4.0 |
| institution |
Universidad Nacional de Córdoba |
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I-10 |
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R-316 |
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Revista de Enseñanza de la Física |
| language |
Portugués |
| format |
Artículo revista |
| topic |
WebQuests Meaningful learning theory Physics teaching Interactivity WebQuests Teoria da aprendizagem significativa Ensino de física Interatividade |
| spellingShingle |
WebQuests Meaningful learning theory Physics teaching Interactivity WebQuests Teoria da aprendizagem significativa Ensino de física Interatividade Silva Filho , Olavo Leopoldino Ferreira, Marcello WebQuests as an instructional and evaluative resource in Physics based on the theory of meaningful learning |
| topic_facet |
WebQuests Meaningful learning theory Physics teaching Interactivity WebQuests Teoria da aprendizagem significativa Ensino de física Interatividade |
| author |
Silva Filho , Olavo Leopoldino Ferreira, Marcello |
| author_facet |
Silva Filho , Olavo Leopoldino Ferreira, Marcello |
| author_sort |
Silva Filho , Olavo Leopoldino |
| title |
WebQuests as an instructional and evaluative resource in Physics based on the theory of meaningful learning |
| title_short |
WebQuests as an instructional and evaluative resource in Physics based on the theory of meaningful learning |
| title_full |
WebQuests as an instructional and evaluative resource in Physics based on the theory of meaningful learning |
| title_fullStr |
WebQuests as an instructional and evaluative resource in Physics based on the theory of meaningful learning |
| title_full_unstemmed |
WebQuests as an instructional and evaluative resource in Physics based on the theory of meaningful learning |
| title_sort |
webquests as an instructional and evaluative resource in physics based on the theory of meaningful learning |
| description |
In the face of repeated findings in academic research and in empirical evidence from teachers and evaluative organizations, the teaching of physics in Brazil has been an object of epistemological, theoretical and methodological concern. In this article, we seek to express a reflection and offer an alternative instructional action based on an interpretation of the Theory of Meaningful Learning, abundant foundation in the area, associated with the use of WebQuests, a didactic and evaluative strategy adherent to contemporary studies on cognition and interactivity with digital information and communication technologies. Evidencing steps of surveying subsumers, advanced organization, progressive differentiation and integrative reconciliation, we document the bases and explore a computational implementation that mimics the aforementioned amalgam and illustrates possibilities for the development of teaching methodologies articulated with interactive digital technologies. |
| publisher |
Asociación de Profesores de Física de la Argentina |
| publishDate |
2023 |
| url |
https://revistas.unc.edu.ar/index.php/revistaEF/article/view/41391 |
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