Robótica educativa: um recurso para o estudo de geometria plana no 9º ano do Ensino Fundamental
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Data
2016-05-04
Autores
Orientador
Rehfeldt, Márcia Jussara Hepp
Banca
Rehfeldt, Márcia Jussara Hepp
Quartieri, Marli Teresinha
Giongo, Ieda Maria
Dullius, Maria Madalena
Sauer, Laurete Zanol
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Resumo
Esta dissertação aborda a utilização da robótica como recurso para a aprendizagem significativa da geometria plana no 9º ano do Ensino Fundamental, cujo problema de pesquisa foi como a Robótica pode contribuir na aprendizagem significativa da geometria plana no 9º Ano do Ensino Fundamental. O estudo foi realizado em uma escola privada do município de Lajeado, Rio Grande do Sul, tendo, como participantes, vinte e sete estudantes do 9º ano do Ensino Fundamental. Os objetivos específicos propostos na pesquisa foram: identificar os conhecimentos prévios dos alunos em relação a alguns elementos da geometria plana e da robótica; desenvolver uma prática pedagógica, com alunos do 9º Ano do Ensino Fundamental, que envolva geometria plana por meio da robótica, estimulando os alunos a estabelecer conexões entre esta e a Matemática; analisar se as atividades desenvolvidas durante a prática pedagógica são potencialmente significativas para a aprendizagem de alguns conceitos da geometria plana. Para o alcance dos objetivos, compreendeu-se a robótica como meio para a aprendizagem da geometria plana. A pesquisa é de natureza quantitativa e qualitativa. Para levantamento dos dados, foram utilizados um pré-teste e um pós-teste, além de observações feitas em um diário de campo, fotos, filmagens e, por fim, um questionário de satisfação. Os dados apontaram que: a) os alunos evidenciaram, antes da intervenção pedagógica, a falta de alguns subsunçores relacionados aos conceitos de áreas e perímetros, em especial, de figuras planas no formato irregular; b) o material elaborado durante a prática pedagógica desenvolvida com os alunos mostrou ser potencialmente significativo, pois contribuiu para que houvesse modificação, enriquecimento e elaboração de subsunçores presentes nas estruturas cognitivas dos alunos; c) os alunos, diante da proposta apresentada, mostraram-se predispostos a aprender os conceitos de áreas e perímetros, favorecendo a ocorrência da aprendizagem significativa; d) o pós-teste e o questionário de satisfação evidenciaram alterações nos subsunçores dos alunos, bem como apontaram que a robótica pode ser um meio para auxiliar na aprendizagem de alguns conceitos relacionados à geometria.
This dissertation approaches the use of robotic as resource to a meaningful learning of plane geometry in 9th grade of Elementary School, whose research problem was: How can the robotic contribute in the meaningful learning of plane geometry in 9th grade of Elementary School. The study was performed in a private school of Lajeado city, Rio Grande do Sul, whose participants were, twenty seven students of 9th grade of Elementary School. The specific goals proposed on the research were: identify prior knowledge of students in relation to some elements of plane geometry and robotic; develop a pedagogical practice, with students of 9th grade of Elementary School, that involve plane geometry by means the robotic, stimulating students to establish connections between robotic and mathematic; examine whether the activities developed during the pedagogical practices are potentially meaningful to learning of some concepts of plane geometry. The research is a quantitative and qualitative nature. For data collection were used a pretest and post-test, besides of annotation performed in a field diary, photos, shooting, and the end, a satisfaction questionnaire. The data showed: a) students show, before the pedagogical intervention, the lack of some subsumer related to concepts of area and perimeter, in a special situation, in plane figures of irregular format; b) the material made during pedagogical practice developed with the students showed be potentially meaningful, because contributed to provide modification, enrichment and development of present subsumer on the cognitive structures of students; c) the students, face of presented proposed, show up predisposed to learn the concepts of area and perimeter, favoring the meaningful learning; d) the post-test and the satisfaction questionnaire showed modification on the student's subsumer, as well as indicate that the robotic may be a means to assist in learning of some concepts related to the geometry.
This dissertation approaches the use of robotic as resource to a meaningful learning of plane geometry in 9th grade of Elementary School, whose research problem was: How can the robotic contribute in the meaningful learning of plane geometry in 9th grade of Elementary School. The study was performed in a private school of Lajeado city, Rio Grande do Sul, whose participants were, twenty seven students of 9th grade of Elementary School. The specific goals proposed on the research were: identify prior knowledge of students in relation to some elements of plane geometry and robotic; develop a pedagogical practice, with students of 9th grade of Elementary School, that involve plane geometry by means the robotic, stimulating students to establish connections between robotic and mathematic; examine whether the activities developed during the pedagogical practices are potentially meaningful to learning of some concepts of plane geometry. The research is a quantitative and qualitative nature. For data collection were used a pretest and post-test, besides of annotation performed in a field diary, photos, shooting, and the end, a satisfaction questionnaire. The data showed: a) students show, before the pedagogical intervention, the lack of some subsumer related to concepts of area and perimeter, in a special situation, in plane figures of irregular format; b) the material made during pedagogical practice developed with the students showed be potentially meaningful, because contributed to provide modification, enrichment and development of present subsumer on the cognitive structures of students; c) the students, face of presented proposed, show up predisposed to learn the concepts of area and perimeter, favoring the meaningful learning; d) the post-test and the satisfaction questionnaire showed modification on the student's subsumer, as well as indicate that the robotic may be a means to assist in learning of some concepts related to the geometry.
Descrição
Palavras-chave
Aprendizagem significativa; Robótica; Geometria plana
Citação
WILDNER, Maria Claudete Schorr. Robótica educativa: um recurso para o estudo de geometria plana no 9º ano do Ensino Fundamental. 2015. Dissertação (Mestrado) – Curso de Ensino de Ciências Exatas, Universidade do Vale do Taquari - Univates, Lajeado, 22 maio 2015. Disponível em: http://hdl.handle.net/10737/981.