Itinerários de aprendizagem para trabalhar Probabilidade em futuros professores em um cenário online com Deck.Toys
DOI:
https://doi.org/10.5944/ried.25.2.31748Palavras-chave:
Tecnologias de informação e comunicação;, probabilidade, ensino e capacitação, ensino de nível superiorResumo
O trabalho de probabilidade desde o ensino médio e durante o bacharelado geralmente não é contextualizado e se baseia principalmente na aprendizagem mecânica de fórmulas. Portanto, quando os alunos chegam à Universidade, há um significativo desconhecimento relacionado ao cálculo de probabilidades. Os professores devem defender estratégias de sala de aula que ajudem os alunos a alcançar uma aprendizagem duradoura e contextualizada, especialmente em áreas como probabilidade. Este artigo apresenta o desenho de uma proposta didática baseada na utilização de roteiros de aprendizagem gamificados utilizando a ferramenta digital Deck.Toys para aprendizagem de Probabilidade em uma amostra de alunos do Ensino Fundamental que trabalhavam em ambiente online. Para a análise, são recolhidos os resultados de dois testes, pré-teste e pós-teste, no grupo que utilizou a ferramenta e no que não se forma online, sendo os resultados obtidos comparados. Além disso, os dados de uma pesquisa de avaliação da experiência do usuário também foram analisados. Os resultados obtidos mostram que a diferença de médias no pós-teste é significativa de 2.704 pontos a mais no grupo experimental, com grande tamanho de efeito, embora os grupos tenham sido homogêneos. Da mesma forma, os resultados do inquérito de satisfação têm sido positivos no sentido de melhorar a compreensão dos procedimentos e conceitos envolvidos e na gestão do tempo, uma vez que têm conseguido trabalhar de forma eficiente ao seu ritmo.
Downloads
Referências
Agreda, M., Ortiz-Colón, A., Aznar, I., & Rodríguez, F. J. (2019). Herramientas digitales para el diseño de “escape rooms” virtuales en educación superior. In M. Greenberger, (Ed.), EDUcación con TECnología. Un compromiso social: aproximaciones desde la investigación y la innovación (pp. 94-101). Edicions de la Universitat de Lleida; Asociación EDUTEC.
Agudelo, O. L., & Ibáñez, J. (2015). Flexible learning itineraries based on conceptual maps. Journal of New Approaches in Educational Research, 4(2), 70-76. https://doi.org/10.7821/naer.2015.7.130
Alsina, Á. (2017). Contextos y propuestas para la enseñanza de la estadística y la probabilidad en Educación Infantil: un itinerario didáctico. Revista Épsilon, 34(95), 25-48.
Alsina, Á., & Salgado, M. (2019). Ampliando los conocimientos matemáticos en Educación Infantil: la incorporación de la probabilidad. Revista de estudios y experiencias en educación, 18(36), 225-240. https://doi.org/10.21703/rexe.20191836alsina6
Arkorful, V., & Abaidoo, N. (2015). The role of e-learning, advantages and disadvantages of its adoption in higher education. International Journal of Instructional Technology and Distance Learning, 12(1), 29-42.
Ausubel, D. P., Novak, J. D., & Hanesian, H. (1968). Educational psychology: A cognitive view. Holt, Rinehart and Winston.
Batanero, C., Godino, J. D., & Roa, R. (2004). Training teachers to teach probability. Journal of statistics Education, 12(1), 1-15. https://doi.org/10.1080/10691898.2004.11910715
Batanero, C., Chernoff, E. J., Engel, J., Lee, H. S., & Sánchez, E. (2016). Research on teaching and learning probability. Springer Nature. https://doi.org/10.1007/978-3-319-31625-3
Benavides-Varela, S., Zandonella, C., Fagiolini, B., Leo, I., Altoè, G., & Lucangeli, D. (2020). Effectiveness of digital-based interventions for children with mathematical learning difficulties: A meta-analysis. Computers & Education, 157, 103853. https://doi.org/10.1016/j.compedu.2020.103953
Biswas, P., & Debnath, A. K. (2020). Worldwide Scenario of Unplanned Transition to E-learning in the Time of COVID-19 and Students’ Perception: A Review. Mukt Shabd Journal, 9(6), 2038-2043.
Bozkurt, A. (2019). From distance education to open and distance learning: A holistic evaluation of history, definitions, and theories. In S. Sisman-Ugur and G. Kurubacak, (Eds.), Handbook of Research on Learning in the Age of Transhumanism (pp. 252-273). IGI Global. https://doi.org/10.4018/978-1-5225-8431-5.ch016
Campbell, D. T., & Stanley, J. C. (2015). Experimental and quasi-experimental designs for research. Ravenio Books.
Campos, R. A., & Hernández, M. J. (2020). Design of Blended Learning Personalized Itineraries for Higher Education. In A. V. Martín-García, (Ed.), Blended Learning: Convergence between Technology and Pedagogy (p.183-209). Springer. https://doi.org/10.1007/978-3-030-45781-5_9
Cañizares, M. J., Batanero, C., Serrano, L., & Ortiz, J. J. (1999). Comprensión de la idea de juego equitativo en los niños. Números, 37(1), 37-55.
Casillas, S., Cabezas, M., Ibarra, M., & Rodríguez, G. (2020). El Profesorado Universitario en la Sociedad del Conocimiento: manejo y actitud hacia las TIC. Bordón. Revista De Pedagogía, 72(3), 45-63. https://doi.org/10.13042/Bordon.2020.76746
Cobb, G. W., & Moore, D. S. (1997). Mathematics, statistics, and teaching. The American mathematical monthly, 104(9), 801-823. https://doi.org/10.1080/00029890.1997.11990723
Cuida, A., Espina, E., Alsina, À., & Novo, M. L. (2021). La educación estadística y probabilística en proyectos editoriales de Educación Infantil. Bolema: Boletim de Educação Matemática, 35, 389-412. https://doi.org/10.1590/1980-4415v35n69a18
De Benito, B., Cañas, A., Darder, A., & Salinas, J. (2010). Construcción y validación de un itinerario de aprendizaje sobre diseño y producción de materiales didácticos multimedia. In Concept Maps: Making Learning Meaningful. Proceedings of the 4th Concept Mapping Conference CMC (pp. 62-66). Viña del Mar, Chile: Universidad de Chile.
Dettori, G., Ott, M., & Tavella, M. (2002). Integrating the use of educational software in primary school teaching by shaping learning itineraries. Proceedings of ICTE2002, (pp. 1530-1536). Badajoz, España.
Divjak, B., & Tomic, D. (2011). The impact of game-based learning on the achievement of learning goals and motivation for learning mathematics-literature review. Journal of Information and Organizational Sciences, 35(1), 15-30.
Fuentes-Cabrera, A., Parra-González, M. E., López-Belmonte, J., & Segura-Robles, A. (2020). Learning mathematics with emerging methodologies — The escape room as a case study. Mathematics, 8(9), 1586. https://doi.org/10.3390/math8091586
Godino, J. D., Batanero, C., & Font, V. (2007). Un enfoque ontosemiótico del conocimiento y la instrucción matemática. ZDM. The International Journal on Mathematics Education, 39, 127-135. https://doi.org/10.1007/s11858-006-0004-1
González-Merino, A. (2020). Panorama de la Educación 2019. Indicadores de la OCDE. Informe español. Versión preliminar. Ministerio de Educación.
Groth, R. E., & Bergner, J. A. (2006). Preservice elementary teachers' conceptual and procedural knowledge of mean, median, and mode. Mathematical Thinking and Learning, 8(1), 37-63. https://doi.org/10.1207/s15327833mtl0801_3
Harper, F. K., Rosenberg, J. M., Comperry, S., Howell, K., & Womble, S. (2021). #Mathathome during the COVID-19 Pandemic: Exploring and Reimagining Resources and Social Supports for Parents. Education Sciences, 11(2), 60. https://doi.org/10.3390/educsci11020060
Heedy, C., & Uribe, M. (2008). La educación a distancia: sus características y necesidad en la educación actual. Educación, 17(33), 7-27.
Ibáñez, J., de Benito, B. L., & Darder, A. (2011). Los mapas conceptuales como organizadores del proceso de enseñanza-aprendizaje: los itinerarios de aprendizaje. Investigació I Innovació Educativa I Socioeducativa, 3(1), 63-74.
Jiménez, C., Arís, N., Magreñán Ruiz, Á. A., & Orcos, L. (2020). Digital escape room, using Genial. Ly and a breakout to learn algebra at secondary education level in Spain. Education Sciences, 10(10), 271. https://doi.org/10.3390/educsci10100271
Jordán, C., Magreñán, Á. A., & Orcos, L. (2019). Considerations about flip education in the teaching of advanced mathematics. Education Sciences, 9(3), 227. https://doi.org/10.3390/educsci9030227
Kapadia, R., & Borovcnik, M. (2012). Chance encounters: Probability in education. Springer Science & Business Media.
Krishnapatria, K. (2020). From ‘Lockdown’to letdown: Students’ perception of e-learning amid the COVID-19 outbreak. ELT in Focus, 3(1), 1-8. https://doi.org/10.35706/eltinfc.v3i1.3694
Kroski, E. (2020). How to Create a Digital Breakout: Creating the Site. Library Technology Reports, 56(3), 23-26.
Lage, M. J., Platt, G. J., & Treglia, M. (2000). Inverting the classroom: A gateway to creating an inclusive learning environment. The journal of economic education, 31(1), 30-43. https://doi.org/10.1080/00220480009596759
Love, B., Hodge, A., Grandgenett, N., & Swift, A. W. (2014). Student learning and perceptions in a flipped linear algebra course. International Journal of Mathematical Education in Science and Technology, 45(3), 317-324. https://doi.org/10.1080/0020739X.2013.822582
López-Belmonte, J., Segura-Robles, A., Fuentes-Cabrera, A., & Parra-González, M. E. (2020). Evaluating activation and absence of negative effect: Gamification and escape rooms for learning. International journal of environmental research and public health, 17(7), 2224. https://doi.org/10.3390/ijerph17072224
McGivney-Burelle, J., & Xue, F. (2013). Flipping calculus. Primus, 23(5), 477-486. https://doi.org/10.1080/10511970.2012.757571
McLeod, S. A. (2019). What a p-value tells you about statistical significance. Simply psychology, 1-4. https://online210.psych.wisc.edu/wp-content/uploads/PSY-210_Unit_Materials/PSY-210_Unit09_Materials/McLeod_EffectSize_2019.pdf
Mor, E., Santanach, F., Tesconi, S., & Casado, C. (2018). CodeLab: Designing a Conversation-Based Educational Tool for Learning to Code. In C. Stephanidis, (Ed.), International Conference on Human-Computer Interaction (p. 94-101). Springer. https://doi.org/10.1007/978-3-319-92285-0_14
Nabizadeh, A. H., Gonçalves, D., Gama, S., Jorge, J., & Rafsanjani, H. N. (2020). Adaptive learning path recommender approach using auxiliary learning objects. Computers and Education, 147, 103777. https://doi.org/10.1016/j.compedu.2019.103777
Ortiz, C. V., & Alsina, Á. (2019). Conocimiento especializado del profesorado de educación básica para la enseñanza de la probabilidad. Profesorado, Revista de Currículum y Formación del Profesorado, 23(1), 393-419. https://doi.org/10.30827/profesorado.v23i1.9160
Pérez, Á. L., Suero, M. I. Montanero, M., & Pardo, P. J. (2004). Aplicaciones para la teoría de la elaboración de Reigeluth y Stein a la enseñanza de la física una propuesta basada en la utilización del programa informático CmapTools. In A. J. Cañas, J. D. Novak and F. M. González García, (Eds.), Concept maps: theory, methodology, technology: proceedings of the first International Conference on Concept Mapping (pp. 519-526). Universidad Pública de Navarra
Prendes Espinosa, M. P., & Cerdán Cartagena, F. (2021). Tecnologías avanzadas para afrontar el reto de la innovación educativa. RIED-Revista Iberoamericana De Educación a Distancia, 24(1), 35–53. https://doi.org/10.5944/ried.24.1.28415
Queiruga-Dios, A., Santos, M. J., Queiruga Dios, M., Gayoso, V., & Hernández, A. (2020). A virus infected your laptop. let’s play an escape game. Mathematics, 8(2), 166. https://doi.org/10.3390/math8020166
Radha, R., Mahalakshmi, K., Kumar, V., & Saravanakumar, A. R. (2020). E-Learning during lockdown of Covid-19 pandemic: A global perspective. International journal of control and automation, 13(4), 1088-1099.
Ramaiah, P., Tayyib, N. A., Alsolami, F. J., Lindsay, G. M., Asfour, H. I., Alshmemri, M. S., & Alsulami, S. A. (2021). Generated Themes of E-learning: Exploration of Students’ Challenges During Covid-19. Indian Journal of Science and Technology, 14(14), 1133-1138. https://doi.org/10.17485/IJST/v14i14.425
Reigeluth, C. M. (1999). The elaboration theory: Guidance for scope and sequence decisions. Instructional-design theories and models, 2, 425-453.
Rivera Vargas, P., & Lindín, C. (2019). Blockchain in the university: a digital technology to design, implement and manage global learning itineraries. Digital Education Review, 35, 130-150. https://doi.org/10.1344/der.2019.35.130-150
Rodríguez Muñiz, L. J., Muñiz-Rodríguez, L., Vásquez Ortiz, C. A., & Alsina, Á. (2020). ¿Cómo promover la alfabetización estadística y de datos en contexto? Estrategias y recursos a partir de la COVID-19 para Educación Secundaria. Números: revista de didáctica de las matemáticas, 104, 217-238.
Sacristán, M., Martín, R., Navarro, E., & Tourón, J. (2017). Flipped Classroom y Didáctica de las Matemáticas en la Formación online de Maestros de Educación Infantil. Revista Electrónica Interuniversitaria de Formación de Profesorado, 20, 1-14. https://doi.org/10.6018/reifop.20.3.292551
Sánchez, J., & Flores, H. (2010). Concept Mapping for Virtual Rehabilitation and Training of the Blind. IEEE Trans. on Neural Systems and Rehabilitation Engineering, 18(2), 210-219. https://doi.org/10.1109/TNSRE.2009.2032186
Sánchez-Ruiz, A. A., Jiménez-Diaz, G., Gómez-Martín, P. P., & Gómez-Martín, M. A. (2017). Case-Based Recommendation for Online Judges Using Learning Itineraries. In D. W. Aha, J. Lieber, (Eds.), International Conference on Case-Based Reasoning (pp. 315-329). Springer. https://doi.org/10.1007/978-3-319-61030-6_22
Sosa, M., & Valverde, J. (2020). Perfiles docentes en el contexto de la transformación digital de la escuela. Bordón. Revista de Pedagogía, 72(1), 151-173. https://doi.org/10.13042/Bordon.2020.72965
Stosic, L. (2015). The importance of educational technology in teaching. International Journal of Cognitive Research in Science, Engineering and Education, 3(1), 111-114. https://doi.org/10.23947/2334-8496-2015-3-1-111-114
Talbert, R. (2012). Inverted classroom. Colleagues, 9(1). https://scholarworks.gvsu.edu/colleagues/vol9/iss1/7
Tuma, F. (2021). The use of educational technology for interactive teaching in lectures. Annals of Medicine and Surgery, 62, 231-235. https://doi.org/10.1016/j.amsu.2021.01.051
Turner, A., Tichter, A., & Pillow, T. (2021). Let’s Escape Didactics: Virtual Escape Room as a Didactic Modality in Residency. Journal of Education and Teaching in Emergency Medicine, 6(2). https://doi.org/10.5070/M562052905
Young-Jin, L. (2011). Empowering teachers to create educational software: A constructivist approach utilizing Etoys, pair programming and cognitive apprenticeship. Computers and Education, 56(2), 527-538. https://doi.org/10.1016/j.compedu.2010.09.018
Publicado
Como Citar
Edição
Secção
Licença
Este trabalho encontra-se publicado com a Licença Internacional Creative Commons Atribuição 4.0.
