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A promoção de competências de aprendizagem em ambientes online no ensino da matemática
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Abstract(s)
Poderão os ambientes online favorecer as competências de aprendizagem, tal como os
estudantes do ensino fundamental as percebem? Neste artigo analisamos o impacto de
novos cenários pedagógicos online na percepção das competências de aprendizagem na
disciplina de matemática. Participaram na investigação 114 alunos do 5.º ano de
escolaridade, de uma escola do distrito do Porto-‐ Portugal. No final do ano letivo, os
estudantes responderam a uma escala de competências de autoaprendizagem, adaptada
para a aprendizagem em ambientes online. Os resultados do estudo mostram que os
ambientes virtuais de aprendizagem podem ter efeitos muito positivos na percepção das
competências de aprendizagem nas dimensões consideradas: Aprendizagem Ativa ou
Aceitação da Responsabilidade Pessoal pela Aprendizagem, Iniciativa de Aprendizagem e
Orientação para a Experiência e Autonomia na Aprendizagem. São discutidas as implicações
dos resultados encontrados, tanto do ponto de vista de intervenção prática, como da
reflexão para o futuro dos processos educativos.
Can online environments promote learning skills such that basic education students understand them? This paper examines the impact of new online educational scenarios as to how self-‐learning skills are perceived in the discipline of Mathematics in basic education. The research covered 114 students, 5th year, of one school in the district of Porto, Portugal. At the end of the academic year, students responded to a range of self-‐learning skills adapted to learning in online environments. The results of the study show that virtual learning environments, anchored in a design focused on the development of skills and in a teaching model based on the principles of constructivism, autonomy and interaction can be positive in how basic education students perceive learning skills, according to the following dimensions: Active Learning or Accepting Personal Responsibility through Learning, Learning Initiative and Guidance on Learning Experience and Autonomy. The study examines the implications of the findings, from the perspective of both the practical intervention and the reflection on the future of educational processes.
Can online environments promote learning skills such that basic education students understand them? This paper examines the impact of new online educational scenarios as to how self-‐learning skills are perceived in the discipline of Mathematics in basic education. The research covered 114 students, 5th year, of one school in the district of Porto, Portugal. At the end of the academic year, students responded to a range of self-‐learning skills adapted to learning in online environments. The results of the study show that virtual learning environments, anchored in a design focused on the development of skills and in a teaching model based on the principles of constructivism, autonomy and interaction can be positive in how basic education students perceive learning skills, according to the following dimensions: Active Learning or Accepting Personal Responsibility through Learning, Learning Initiative and Guidance on Learning Experience and Autonomy. The study examines the implications of the findings, from the perspective of both the practical intervention and the reflection on the future of educational processes.
Description
Keywords
Competências de aprendizagem Perceção de aprendizagem Ambientes online Learning skills Perception learning Online environments
Pedagogical Context
Citation
Silva, Carla; Moreira, J. António - A promoção de competências de aprendizagem em ambientes online no ensino da matemática. "Revista Educação a Distância e Práticas Educativas Comunicacionais e Interculturais" [Em linha]. ISSN 2176-171X. A. 5, vol. 13, nº 1 (jan./abr. 2013), p. 68-86
Publisher
Universidade Federal de Sergipe