SEQUÊNCIA DIDÁTICA PARA APRENDIZAGEM SIGNIFICATIVA DAS RAZÕES TRIGONOMÉTRICAS NO TRIÂNGULO RETÂNGULO
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Data
2023-11
Autores
Orientador
Quartieri, Marli Teresinha
Banca
Giongo, Ieda Maria
Dullius, Maria Madalena
Bulegon, Ana Marli
Bottentuit, João Batista Júnior
Título do periódico
ISSN
Título do Volume
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Resumo
O objetivo dessa pesquisa foi investigar quais características da sequência didática, que considera o uso de variados recursos de ensino, pode favorecer a aquisição e a construção de conhecimentos pelos alunos, viabilizando indícios de aprendizagem significativa das razões trigonométricas no triângulo retângulo. No decurso da investigação participaram 26 alunos do 9º Ano do Ensino Fundamental da Educação Básica de uma escola privada do município de Lajeado – RS. A investigação foi pautada no desenvolvimento da aprendizagem em situações nas quais foram utilizados variados recursos e estratégias de ensino, a partir da aplicação de uma sequência didática embasada nos pressupostos da Metodologia da Engenharia Didática, preconizados por Artigue (1996), e nos princípios da Teoria da Aprendizagem Significativa, conforme Ausubel (1968, 2000, 2003). A metodologia de investigação se enquadra na abordagem do tipo qualitativa, fundamentada numa experiência de ensino em sala de aula. Os dados emergentes da coleta de dados (testes de conhecimentos (questionários inicial e final), mapas conceituais, observação participativa e entrevista) dos 26 alunos investigados foram analisados à Luz da Análise Textual Discursiva. Os resultados da pesquisa nos permitem concluir que os conhecimentos prévios dos alunos influenciaram significativamente no desenvolvimento da sequência didática, tornando-a potencialmente significativa. Os resultados também contribuíram para uma nova postura na ação pedagógica do investigador. As atividades norteadas por situações-problema do cotidiano facilitaram a identificação dos princípios de diferenciação progressiva e de reconciliação integradora. Analisando os resultados emergentes, inferimos, ainda, que as características da sequência didática que facilitaram os processos de diferenciação e de reconciliação pelos alunos em relação ao conteúdo estudado, têm origem e está fundamentada em princípios, como: o uso e o manuseio de material concreto; o uso de recursos; informáticos; a utilização de estratégias de ensino diversas; a proposição de situações-problema; a participação e protagonismo dos alunos.
The objective of this research was to investigate which characteristics of the didactic sequence, which considers the use of varied teaching resources, can favor the acquisition and construction of knowledge by students, enabling learning indications trigonometric ratios in the right triangle. During the research, 26 students from the 9th grade of elementary school of basic education of a private school in the municipality of Lajeado - RS participated. The research was based on the development of learning in situations in which various teaching resources and strategies were used, based on the application of a didactic sequence based on the assumptions of the Didactic Engineering Methodology, advocated by Artigue (1996), and in the principles of the Theory of Meaningful Learning, according to Ausubel (1968, 2000, 2003). The research methodology fits the qualitative approach, based on a classroom teaching experience. The data emerging from data collection (knowledge tests (initial and final questionnaires), conceptual maps, participatory observation and interview) of the 26 students investigated were analyzed in the light of Discursive Textual Analysis. The results of the research allow us to conclude that the students' previous knowledge significantly influenced the development of the didactic sequence, making it potentially significant. The results also contributed to a new attitude in the pedagogical action of the researcher. The activities guided by everyday problem situations facilitated the identification of the principles of progressive differentiation and integrative reconciliation. Analyzing the emerging results, we also infer that the characteristics of the didactic sequence that facilitated the processes of differentiation and reconciliation by students in relation to the content studied, originate and are based on principles, such as: the use and handling of concrete material; the use of resources; information technology; the use of various teaching strategies; the proposition of problem situations; participation and protagonism of students.
The objective of this research was to investigate which characteristics of the didactic sequence, which considers the use of varied teaching resources, can favor the acquisition and construction of knowledge by students, enabling learning indications trigonometric ratios in the right triangle. During the research, 26 students from the 9th grade of elementary school of basic education of a private school in the municipality of Lajeado - RS participated. The research was based on the development of learning in situations in which various teaching resources and strategies were used, based on the application of a didactic sequence based on the assumptions of the Didactic Engineering Methodology, advocated by Artigue (1996), and in the principles of the Theory of Meaningful Learning, according to Ausubel (1968, 2000, 2003). The research methodology fits the qualitative approach, based on a classroom teaching experience. The data emerging from data collection (knowledge tests (initial and final questionnaires), conceptual maps, participatory observation and interview) of the 26 students investigated were analyzed in the light of Discursive Textual Analysis. The results of the research allow us to conclude that the students' previous knowledge significantly influenced the development of the didactic sequence, making it potentially significant. The results also contributed to a new attitude in the pedagogical action of the researcher. The activities guided by everyday problem situations facilitated the identification of the principles of progressive differentiation and integrative reconciliation. Analyzing the emerging results, we also infer that the characteristics of the didactic sequence that facilitated the processes of differentiation and reconciliation by students in relation to the content studied, originate and are based on principles, such as: the use and handling of concrete material; the use of resources; information technology; the use of various teaching strategies; the proposition of problem situations; participation and protagonism of students.
Descrição
Palavras-chave
Ensino de Trigonometria; Sequência Didática; Engenharia Didática; Diferenciação Progressiva; Reconciliação Integradora; Trigonometry teaching; Following teaching; Didactic Engineering; Progressive Differentiation; Integrative Reconciliation
Citação
CRUZ, Romildo Pereira Da. SEQUÊNCIA DIDÁTICA PARA APRENDIZAGEM SIGNIFICATIVA DAS RAZÕES TRIGONOMÉTRICAS NO TRIÂNGULO RETÂNGULO. 2019. Tese (Doutorado) – Curso de Ensino, Universidade do Vale do Taquari - Univates, Lajeado, 19 dez. 2019. Disponível em: http://hdl.handle.net/10737/3955.