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Publication
Os websig no ensino da geografia no 3º ciclo : estudo de caso
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Advisor(s)
Abstract(s)
É imperativo a redução do desfasamento entre a actual sociedade de informação e comunicação e as suas ferramentas tecnológicas amplamente disseminadas e a escola, onde ainda predominam as metodologias tradicionais e magistrais.
A escola tem se apropriar das ferramentas tecnológicas ao dispor da sociedade, obrigando a uma revisão das estratégias, metodologias e actividades, inerentes ao modo como os professores ensinam e os alunos aprendem, adaptando-as à linguagem dos meios. Esta revisão passa pela adopção de metodologias mais activas, de orientação construtivista, possibilitando uma maior autonomia e criatividade do aluno, sob orientação do professor.
Nesta sociedade de carácter tecnológico e globalizante, o conhecimento do mundo que nos rodeia é cada vez mais imprescindível. O raciocínio espacial é um aspecto fundamental na formação de cidadãos competentes e interessados, aspecto transversal a todo o currículo do 3º ciclo do ensino básico.
Os sistemas de informação geográfica (SIG) são uma ferramenta tecnológica de grande valor para o ensino da geografia e para a aquisição da literacia geográfica. Com o aparecimento dos websig (sistemas de informação geográfica disponibilizados na internet), várias condicionantes de utilização dos SIG foram removidas. Apesar das suas características, propícias à sua integração no ensino, esta integração tarda em chegar.
O objectivo deste trabalho, baseado num estudo de caso, é perceber se, para além da sua gratuitidade e do fácil acesso e utilização, (i) os websig são uma ferramenta tecnológica adequada ao ensino da geografia, (ii) se a formação e a informação são duas componentes essenciais para a apropriação, pelos professores, destas ferramentas, (iii) como deve ser realizada a formação de uma forma eficaz, adequada e intencional, visando a utilização lectiva dos websig e (iv) quais as principais condicionantes desta utilização.
It is imperative to cutback the gap between today's information and communication society, with its widespread technological tools and school, still dominated by traditional methodologies and masterful. The school must became ownership of the technological tools available to the public, which will require a review of strategies, methodologies and activities inherent to the way that teachers teach and students learn, adapting them to the media language. This review goes by the adoption of more active methodologies, constructivist orientation, allowing a greater autonomy and creativity of the student, under the guidance of the teacher. In this technological and globalizing society, knowledge of the world around us is increasingly essential. Spatial thinking is a fundamental aspect in the training for competent and interested citizens, look across the entire curriculum of the third cycle of basic education. The geographic information systems (GIS) are a tool of great value to geography teaching and geographic literacy acquisition. With the advent of webgis (geographic information systems available on the Internet), several conditions for the use of GIS have been removed. Despite its features, conducive to their integration in teaching, it takes long in coming. The aim of this work, based on a case study, is to realize, in addition to being free of charge and easy to access and use, (i) if the webgis are a tool suited to the teaching of geography, (ii) if the training and information are two essential components for their ownership by teachers, (iii) how the training should be performed to be effective, appropriate and intentional, aimed to the scholar use of webgis and (iv) the main conditions of their use.
It is imperative to cutback the gap between today's information and communication society, with its widespread technological tools and school, still dominated by traditional methodologies and masterful. The school must became ownership of the technological tools available to the public, which will require a review of strategies, methodologies and activities inherent to the way that teachers teach and students learn, adapting them to the media language. This review goes by the adoption of more active methodologies, constructivist orientation, allowing a greater autonomy and creativity of the student, under the guidance of the teacher. In this technological and globalizing society, knowledge of the world around us is increasingly essential. Spatial thinking is a fundamental aspect in the training for competent and interested citizens, look across the entire curriculum of the third cycle of basic education. The geographic information systems (GIS) are a tool of great value to geography teaching and geographic literacy acquisition. With the advent of webgis (geographic information systems available on the Internet), several conditions for the use of GIS have been removed. Despite its features, conducive to their integration in teaching, it takes long in coming. The aim of this work, based on a case study, is to realize, in addition to being free of charge and easy to access and use, (i) if the webgis are a tool suited to the teaching of geography, (ii) if the training and information are two essential components for their ownership by teachers, (iii) how the training should be performed to be effective, appropriate and intentional, aimed to the scholar use of webgis and (iv) the main conditions of their use.
Description
Dissertação de mestrado em Comunicação Educacional Multimédia apresentada à Universidade Aberta
Keywords
Ensino da geografia Ensino assistido por computador Internet Tecnologia da informação e comunicação Sistemas de informação geográfica Curriculum Processos de aprendizagem Teaching-learning process Curriculum Training Webgis teaching integration Reflective practice Integration strategies Geographic information Study case Webgis
Pedagogical Context
Citation
Silva, Zélia Maria Delgado da - A Web 2.0 nas bibliotecas escolares [Em linha]. Lisboa : [s.n.], 2011. X, 193 p.