Banca de DEFESA: MARCELA MADANÊS CHAVIER

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
DISCENTE : MARCELA MADANÊS CHAVIER
DATA : 30/04/2024
HORA: 14:00
LOCAL: Google Meet
TÍTULO:

DIGITAL FABRICATION AS A PEDAGOGICAL PROCESS FOR TEACHING SPATIAL GEOMETRY USING TINKERCAD AND 3D PRINTING

PALAVRAS-CHAVES:

Teaching; Maker culture; Additive manufacturing (AM); Project-Based Learning (PBL); Grounded Theory (TF).

PÁGINAS: 172
GRANDE ÁREA: Outra
ÁREA: Ensino
RESUMO:

The objective of this research was to investigate the feasibility of Digital Fabrication (FD) for teaching spatial geometry, using Tinkercad software and 3D Printer as main resources. This investigation follows a qualitative approach and the Data-Based Theory (TF) was used to analyze the data. The initial sample consisted of seventeen students from a 2nd grade high school class at Escola de Tempo Integral Deputado Bertoldo Freire. To collect data, an extension course entitled “Geo3Dprint: spatial geometry through Digital Fabrication, using Tinkercad software and a 3D printer” was carried out. The researcher's and students' field diaries, initial and final questionnaires with students, recording of a conversation circle, photographic records and memos written by the researcher were used as data collection instruments. 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. We arrived at three categories related to the memos: Category 1 (C1) Modeling in Tinkercad as a strategy for teaching spatial geometry, Category 2 (C2) Programming in Tinkercad as a strategy for teaching spatial geometry and Category 3 (C3) The combination between the software of Tinkercad 3D modeling and 3D printing in teaching spatial geometry. We carried out the classification stage in which it is compared to the memos and arrived at the explanation of FD as a pedagogical process that can contribute to the teaching of spatial geometry through Tinkercad and the 3D printer. However, this contribution only happens if teaching is interactive, in which the student is active in the learning process, working collaboratively with peers, the teacher and technologies. The teacher as a more experienced mediator or tutor and teaching approaches based on the maker culture of learning by creating.

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