Jogos no ensino de Química: um estudo sobre a presença/ausência de teorias de ensino e aprendizagem à luz do V rpistemológico de Gowin
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2017-08-15
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Universidade Federal de Goiás
Resumo
From the first decade of the century it was noticed a significant increase in the quantity of
games applied to the teaching of Chemistry, however, there are games without
pedagogical objectives. In this sense, a documentary analysis was used (in the main
periodicals of Chemistry Education/Teaching) a heuristic instrument in the light of the
Gowin’s Epistemological V, which consists of analyzing the structure and process of
knowledge construction, in order to identify possible theories of teaching and learning in
the game construct, the results indicated the presence of Piagetian epistemology
(48.14%) and Vigotskian (25.93%), with the predominance of conceptions related to Jean
Piaget's Equilibrium Theory, which in most cases appeared implicitly. Among the works
classified within the PHc, the predominance of the implicit Vigotsky reference was also
identified, in which the researchers explore aspects related to ZDP/ZDI and to the
Psychological Functions. In addition to the two referentials mentioned, about 25,93% of
the articles were classified as Absence of Epistemological Referential, a matter of great
concern, since the absence of theoretical/epistemological references hinders the
construction of Chemical knowledge, and tends to make games strategies that exploit onlythe playful function. However, we identify the need for a deeper understanding of the
references used, since most of the Piagetian articles explore only the question of ass
summarizing the game to a tool to fix the concepts worked in the expository classes, as
well as the Vygotskian articles, which use problematic references translated from North
American versions, which do not fit the work of Vygotsky. Thus, the results obtained in the
research indicate the imminence of the use of learning theories, and it is not possible to
speak in an epistemology of the game, for even if we have identified the predominance of
Piagetian epistemology, we are still slowly moving towards the use of teaching and
learning theories.
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REZENDE, F. A. M. Jogos no ensino de Química: um estudo sobre a presença/ausência de teorias de ensino e aprendizagem à luz do V epistemológico de Gowin. 2017. 111 f. Dissertação (Mestrado em Educação em Ciências e Matemática) - Universidade Federal de Goiás, Goiânia, 2017.