Banca de DEFESA: ELISANA MAIARA PÉRES DA SILVA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : ELISANA MAIARA PÉRES DA SILVA
DATA : 29/09/2022
HORA: 14:00
LOCAL: UNEMAT, Barra do Bugres-MT, Google Meet
TÍTULO:

INTEGRATED USE OF JUST-IN-TIME TEACHING (JITT) AND PEER INSTRUCTION (PI) FOR THE STUDY OF SOLUTIONS IN THE CONTEXT OF EMERGENCY REMOTE EDUCATION INVOLVED 2nd YEAR HIGH SCHOOL STUDENTS

PALAVRAS-CHAVES:

Active methodology, learning needs, teaching chemistry, Qualitative research.

PÁGINAS: 153
GRANDE ÁREA: Outra
ÁREA: Multidisciplinar
RESUMO:

This work emerged through studies on the use of active methods during the teaching and learning process of Chemistry for high school students. It served as a basis for the implementation of the practice in the State School of integral modality located in the Municipality of Tangará da Serra, MT. It was observed that the students had learning difficulties in Chemistry. However, it was noticed that through social isolation, students were unmotivated to learn, characterizing the influence caused by Covid_19 on student performance, accentuating the dropout from studies. In order to contribute to change this situation, we sought to use the active teaching and learning methods Peer Instruction (Mazur, 2015) and Just-in-Time Teaching (Novak et al., 1999), during the period from April 7 to May 5, 2021 in Chemistry classes. The objective of which was to study and understand the use of teaching and learning methods Just-in-Time Teaching (JiTT) and Peer Instruction (PI) with digital technologies at Escola Estadual Ramom Sanches Marques with students of the 2nd year of high school , during the study of solutions, solute-solution relationships and density. It used the Just-in-Time Teaching and Peer Instruction methods according to the students' learning needs, to promote a change in posture and autonomy; in addition to favoring the understanding of concepts when interacting with colleagues about the study. The following methodological procedures were adopted: explanatory research, using the action research approach commonly used in qualitative research. To conceive the association with the use of methodologies to solve a collective problem, which in this case is the learning needs of chemistry students. For data processing, the inductive process was used, with unstructured observation, group discussion, evaluation of experiences, recording, interaction and introspection with the group. Data analysis followed the Bardin perspective (2016), centered on the understanding and meaning of the group's actions. It was possible to obtain three categories of analysis that involved: a) students' perceptions about the training period; b) study the contributions of the use of active methods during remote classes using the active methods Just-in-Time Teaching and Peer Instruction; c) Assessment of student participation during the use of the didactic sequence in remote classes. The results obtained in the three categories contribute to the understanding of teaching and the construction of knowledge, through dynamics in online classes. In addition, JITT and PI proved to be promising in the context of teaching and learning Chemistry for providing the student with the construction of knowledge, autonomy and the resignification of the teaching and learning process, favoring the construction of the necessary skills for the 2nd year of Education. Medium.

MEMBROS DA BANCA:
Presidente - 253963001 - JOSÉ WILSON PIRES CARVALHO
Externo ao Programa - 138498001 - ADLEY BERGSON GONCALVES DE ABREU
Externo à Instituição - MARCELO FRANCO LEAO - IFMT