Banca de QUALIFICAÇÃO: MARCELA MADANÊS CHAVIER

Uma banca de QUALIFICAÇÃO de MESTRADO foi cadastrada pelo programa.
DISCENTE : MARCELA MADANÊS CHAVIER
DATA : 18/10/2023
HORA: 14:00
LOCAL: Google Meet
TÍTULO:

TEACHING SPATIAL GEOMETRY THROUGH DIGITAL FABRICATION USING TINKERCAD AND 3D PRINTING

PALAVRAS-CHAVES:

Industry 4.0; Fast prototyping; Additive manufacturing; Project-based learning; Grounded Theory (TF).

PÁGINAS: 118
GRANDE ÁREA: Outra
ÁREA: Ensino
RESUMO:

Technologies associated with the Fourth Industrial Revolution (Industry 4.0) are characterized by the use of cyber-physical systems that relate hardware and software. These technologies have caused transformations in the various spheres of human relations, such as social, political, economic and educational. Thus, seeking to align school teaching with the skills required to operate in society and prepare for the challenges of the 21st century, as well as with the objects of knowledge of the Mathematics curricular component, specifically Spatial Geometry, this research aimed to understand why forms digital manufacturing (FD), through the use of Tinkercad software and 3D Printing, influences and improves the teaching of Spatial Geometry. In this context, we seek to answer the following question: How can digital fabrication, using Tinkercad software and 3D Printing in the classroom, enhance the teaching of Spatial Geometry? To answer it, a qualitative research was carried out that followed steps of the Grounded Theory (TF). The initial sample consisted of a Basic Education Mathematics teacher and seventeen students from a 2nd year high school class at the Deputado Bertoldo Freire Full-Time School. For data collection, an intervention was carried out in the classroom through the extension course entitled “Geo3Dprint: spatial geometry through Digital Fabrication, using the Tinkercad software and the 3D printer” in which field notes from the observations of the researcher and students, questionnaires with students, interview with the observing teacher and memos written by the researcher as data. Data production was carried out through initial and focused coding. Data analysis was carried out according to the constructivist approach of Charmaz (2009), in which we sought to arrive at a substantive theory emerging from the interpretation of the data. As a result, digital manufacturing (FD) was characterized as an industry that uses computer-controlled tools and processes to transform digital designs into physical products. In this way, teaching through FD uses two primary types of technologies, one for digitally constructing the artifact and one for materializing the artifact. Therefore, it was decided to use the Tinkercad 3D modeling software and the 3D printer for intervention in the classroom. Through practice, it was possible to point out that there are differences in the process of teaching geometry in the virtual environment and in the process of printing and manipulating the physical artifact, with the integration of these two stages being important, since they develop distinct skills and learning. In teaching Spatial Geometry, the Tinkercad software, in terms of technical and pedagogical aspects, presented some challenges such as availability only online, change of perspective, the formation of three-dimensional mental models and mental rotation, and potentialities such as free, non-necessary installation, compatibility with multiple operating systems, an intuitive interface, creation of figures based on the composition of regular polyhedra, whether by addition or subtraction, in addition, students were able to visualize the angles on the different faces of the geometric body and contextualize the concepts vertices and edges, as well as creating everyday objects. While the 3D printing process has the main benefit of making geometry concepts tangible, it faces challenges such as long printing times.

MEMBROS DA BANCA:
Presidente - 135400002 - MINÉIA CAPPELLARI FAGUNDES
Interno - 122182002 - DAISE LAGO PEREIRA SOUTO
Externo à Instituição - APARECIDA SANTANA DE SOUZA CHIARI - UFMS