Máquinas de Rube Goldberg: aportes para o ensino de Ciências e Matemática
Barra lateral de artigos
Conteúdo do artigo principal
Resumo
Estudantes de duas licenciaturas (Ciências da Natureza e Matemática) foram incentivados pelos docentes de uma disciplina de Mídia e Educação a conceber, montar e analisar máquinas de Rube Goldberg, de modo a verificar-se como estas podem ser usadas em contextos de ensino. Nas máquinas analisadas os estudantes conseguiram identificar 90% dos fenômenos da Física e 25% dos fenômenos da Química presentes e nenhum dos princípios matemáticos incluídos na sua estrutura. No entanto, do conjunto dos fenômenos científicos incluídos no funcionamento das máquinas, eles só conseguiram nomear parcialmente um. Estes resultados levaram os professores a pedirem aos estudantes para apresentarem as suas máquinas usando a terminologia e o vocabulário científico corretos. Nessa apresentação os estudantes apenas erraram a nomeação de dois fenômenos científicos, ficando explícito o impacto da pedagogização do exercício e do discurso dos professores (explicação usando terminologia e vocabulário científico e matemático correto) sobre as aprendizagens dos alunos.
Downloads
Detalhes do artigo
Os trabalhos publicados são de propriedade dos seus autores, que poderão dispor deles para posteriores publicações, sempre fazendo constar a edição original (título original, Ensino em Re-Vista, volume, nº, páginas). Todos os artigos desta revista são de inteira responsabilidade de seus autores, não cabendo qualquer responsabilidade legal sobre seu conteúdo à Revista ou à EDUFU.
Referências
BOSSLER, Ana Paula. Produção de animações com massa de modelar: gaps cognitivos, protagonismo e autoria em sala de aula. Textos FCC(Fundação Carlos Chagas), Vol. 47, 27-44, 2015.
______, CALDEIRA, Pedro Zany. (Re)construção do conhecimento usando animações com massinha de modelar. Comunicação apresentada na X EUTIC(Lisboa, Portugal, 22 e 24 de outubro), 2014.
CALDEIRA, Pedro Zany, BOSSLER, Ana Paula. The Use of Animations in Science Education: The SPIRAL Model. Comunicação apresentada na 13thConference on Education –Hawaii International Conference on Education(Honolulu –5 a 8 de janeiro), 2015.
______, BOSSLER, Ana Paula. How and why Classroom Discourse can enhance students learning and achievement. Comunicação aceita na 17thBiennial Conference on Teachers and Teaching(Salamanca, Espanha, 3 a 8 de julho), 2017a.
______, BOSSLER, Ana Paula. Rube Goldberg machines and STEM education: a Brazilian case study. Comunicação aceita na 17thBiennial Conference on Teachers and Teaching (Salamanca, Espanha, 3 a 7 de julho), 2017b.
______, BOSSLER, Ana Paula. Instructional Use of Rube Goldberg contraptions: A Brazilian case study. Comunicaçãoaceita na 12ndConference of the European Science Education Research Association –ESERA (Dublin, Irlanda, 21 a 25 de agosto), 2017c.
CIMPIAN, Andrei. The impact of generic language about ability on children’s achievement motivation. Developmental Psychology, Vol. 46, 1333–1340, 2010.
______, ARCE, Holly-Marie C., MARKMAN, Ellen M., DWECK, Carol S. Subtle Linguistic Cues Affect Children's Motivation.Psychological Science, Vol. 18, No 4, 314-316, 2007.
DWECK, Carol S. The perils and promises of praise.Educational Leadership, Vol. 65, 34–39, 2007.
______. Mindset: How you can fulfil your potential. Londres: Constable & Robinson Limited, 2012.
FREIRE, Paulo. Pedagogia da autonomia: saberes necessários à prática educativa. 20. ed. Rio de Janeiro, Paz e Terra, 2001.
JONES, B.F., VALDEZ, G., NOWAKOWSKI, J., RASMUSSEN, C. Plugging in: Choosing and Using Educational Technology. Washington DC: Council for Educational Development and Research, 1995.
HANSSON, Å. Instructional responsibility in mathematics education: Modelling classroom teaching using Swedish data. Educational Studies in Mathematics, Vol. 75, 171–189, 2010.
HERRINGTON, J., OLIVER, R., REEVES, T. Patterns of engagement in authentic learning environments.Australian Journal of Educational Technology, Vol. 19, 59–71, 2003.
HUNG,D.,TAN,S.C.,KOH,T.S.Engaged Learning: Making Learning an Authentic Experience. In D. Hung & M. S. Khine (Eds.),EngagedLearningwithEmergingTechnologies.Dordrecht:Springer, 2005.
KAPUR, M. (2010). Productive failure in mathematical problem solving. Instructional Science, Vol. 38, No 6, 523–550, 2010.
KULLBERG, Angelika, RUNESSON, Ulla, MARTON, Ference, VIKSTRÖM, Anna, NILSSON, Pernilla, MÄRTENSSON, Pernilla, HÄGGSTRÖM, Johan. Teaching one thing ata a time or several things together? –teachers changing their way of handling the object of learning by being engaged in a theory-based professional learning community in mathematics and science. Teachers and Teaching: theory and practice, Vol. 22, No 6, 745-759, 2016.
LING, Lo Mun, MARTON, Ference. Towards a science of the art of teaching. International Journal for Lesson and Learning Studies, Vol. 1, No 1, 7–22, 2011.
MARTON, Ference. Sameness andDifference in Transfer. Journal of the Learning Sciences, Vol. 15, No 4, 499-535, 2006.
______. Necessary conditions of learning. Nova York, Routledge, 2015.
______, PANG, Ming Fai. On Some Necessary Conditions of Learning. Journal of the Learning Sciences, Vol. 15, No 2, 193-220. 2006.
______, PANG, Ming Fai. The paradox of pedagogy: The relative contribution of teachers and learners to learning. Iskolakultura, Vol. 1, No 1, 1–29, 2007.
______, PANG, Ming Fai. Meanings are acquired from experiencing differences against a background of sameness, rather than from experiencing sameness against a background of difference: Putting a conjecture to the test by embedding it in a pedagogical tool. Frontline Learning Research, Vol. 1, 24–41, 2013.
______, MORRIS, P. (Eds). What Matters? Discovering Critical Conditions of Classroom Learning. Gotemburgo, Acta Universitatis Gothoburgensis, 2002.
______, RUNESSON, U., TSUI, A. B. M. Space of Learning. In Ference Marton e Amy B. M. Tsui (Eds.). Classroom Discourse and the Space of Learning (p. 3-23). Mahwah, NJ: Lawrence Erlbaum Associates, 2004.
______, TRIGWELL, K. Variatio est mater studiorum [Variation is the mother of learning]. Higher Education Research & Development, Vol. 19, No 3, 381–395, 2000.
______, TSUI, A. B. M. Classroom Discourse and the Space of Learning. Mahwah, NJ: Lawrence Erlbaum Associates, 2004.
MOJE, E. B. Talking about science: an interpretation of the effects of teacher talk in a high school science classroom. Journal of Research in Science Teaching, Vol. 32, 349–371, 1995.
OLIVER, R. Engaging first year students using a Web-supported inquiry-based learning settingHigh Education, Vol. 55, 285-301, 2008.
PANG, M. F., MARTON, Ference. Interaction between the learners’ initial grasp of the object of learning and the learning resource afforded. Instructional Science, Vol. 41, No 6, 1065–1082, 2013.
PRINCE, Michael. Does Active Learning Work? A Review of the Research. Journal of Engineering Education, Vol. 93, No 3, 223-231, 2004. Disponível em http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Prince_AL.pdf, acesso a 10 de abril de 2014.
STERNBERG, Robert J. Intelligence, Competence, and Expertise. Andrew J. Elliot, C. S. Dweck (Ed.),Handbook of Competence and Motivation(pp.15-30). Nova York, The Guilford Press, 2005.
WEINER, Bernard. An Attributional Theory of Motivation and emotion. Nova York, Springer-Verlag, 1986.
______. Motivation from an Attributional Perspective and the Social Psychologyof Perceived Competence. In Andrew J. Elliot, C. S. Dweck (Ed.),Handbook of Competence and Motivation(pp.73-84). Nova York: The Guilford Press, 2005.