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Estruturação do conhecimento através do hipertexto: uma aplicação ao ensino da geologia
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| 168.53 MB | Adobe PDF |
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Abstract(s)
Tecnologias da Informação e da Comunicação como a televisão, a Internet, o correio electrónico, aumentam diariamente a quantidade de informação que atinge o cidadão europeu. Mais do que nunca, torna-se hoje importante, distinguir o essencial do que é dispensável aprender em cada momento. E para que esta tarefa seja facilitada é necessário organizara informação, de modo que, os nossos alunos através das novas tecnologias, e usufruindo dos seus benefícios, aprendam significativamente.
Teorias da aprendizagem como a da aprendizagem significativa de Ausubel ou a da flexibilidade cognitiva de Spiro, revelam preocupação quanto à organização dos conhecimentos na mente humana e à melhor forma de organizar a informação para que seja apreendida.
Assumindo como pressupostos teóricos principais, aspectos das duas teorias supracitadas, e utilizando conceitos/conteúdos do programa de Biologia e Geologia do décimo ano de escolaridade, proposto em Maio de 2000 no âmbito da revisão curricular em curso no nosso país, construímos dois documentos hipertextuais com estruturas distintas: hierárquica e em rede.
O estudo que consistiu na exploração, dos dois documentos, por alunos de uma escola da região de Lisboa, assumiu um carácter exploratório e teve por principal finalidade, a formulação de hipóteses que relacionam o tipo de organização hipertextual com o tipo de raciocínios e aprendizagens daí resultantes, susceptíveis de aplicação em futuros estudos.
Os resultados sugerem que o documento hierárquico facilitou os raciocínios do tipo descritivo/classificativo dos alunos que o exploraram, enquanto que o documento em rede terá facilitado os raciocínios do tipo interpretativo/explicativo.
Information and Communication Technologies such as Television, Internet and E-mail, really increase the amount of information that reaches the European citizen every day. More than ever, it is now important to realize what is essential and what is dispensable to learn in each moment. In Order to make this task easier, it is necessary to organise the information in such a way that our students will profit from the benefits of new technologies, and learn meaningfully. Learning theories, such as the Ausubel's meaningful learning and the Spiro's cognitive flexibility, show concern about knowledge organisation in the human mind and also about the best way to organise information, so that it can be grasped. Assuming some aspects of both theories mentioned above as main theoretical assumptions, and using contents and concepts of the 10 grade Biology and Geology new curricula, we have built two hypertextual documents with two distinct structures: hierarchical and web. The research consisted in student's exploration of the hypertextual documents in a school located in the suburbs of Lisbon. This research main purpose was the formulation of hypotheses that could establish a relationship between the hypertextual organisation and the specific kind of reasoning and learning that result from this exploration, in order that the hypotheses can be applied in future studies. The results suggest that the hierarchical document made the descriptive/qualifying reasoning easier. On the other hand, the interpretative/explanatory reasoning became easier through the utilization of the web document.
Information and Communication Technologies such as Television, Internet and E-mail, really increase the amount of information that reaches the European citizen every day. More than ever, it is now important to realize what is essential and what is dispensable to learn in each moment. In Order to make this task easier, it is necessary to organise the information in such a way that our students will profit from the benefits of new technologies, and learn meaningfully. Learning theories, such as the Ausubel's meaningful learning and the Spiro's cognitive flexibility, show concern about knowledge organisation in the human mind and also about the best way to organise information, so that it can be grasped. Assuming some aspects of both theories mentioned above as main theoretical assumptions, and using contents and concepts of the 10 grade Biology and Geology new curricula, we have built two hypertextual documents with two distinct structures: hierarchical and web. The research consisted in student's exploration of the hypertextual documents in a school located in the suburbs of Lisbon. This research main purpose was the formulation of hypotheses that could establish a relationship between the hypertextual organisation and the specific kind of reasoning and learning that result from this exploration, in order that the hypotheses can be applied in future studies. The results suggest that the hierarchical document made the descriptive/qualifying reasoning easier. On the other hand, the interpretative/explanatory reasoning became easier through the utilization of the web document.
Description
Keywords
Ensino da geologia Hipertexto Aprendizagem Ensino assistido por computador Novas tecnologias Tecnologia da informação e comunicação Teoria da educação Ensino das ciências Hypertext ICT (Information and Communication Technologies) Meaningful learning Cognitive flexibility Teaching (of geology) Exploratory research
Pedagogical Context
Citation
Bolacha, Edite Paula Silva - Estruturação do conhecimento através do hipertexto [Em linha]: uma aplicação ao ensino da geologia. Lisboa: [s.n.], [2001]. 371 p.