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Ensino de circuitos elétricos segundo o modelo instrutivo 4C-ID : um estudo com alunos do 9º ano
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Nos dias de hoje o problema do uso das Tecnologias de Informação e Comunicação (TIC) não está relacionado com escassez de recursos, mas sim com a forma como estes devem ser usados para promoverem a aprendizagem de modo eficiente. O objeto de estudo desta tese é a conceção, implementação e avaliação de um recurso educativo digital (RED) para o ensino dos circuitos no 9ºano do 3ºciclo do Ensino Básico. O RED estudado foi concebido com base no Modelo de Desenho Educacional de Quatro Componentes (Four Componets Instructional Design Model – 4C/ID-model). O modelo 4C/ID aplica-se ao treino de aprendizagens complexas que tem por objetivo a integração de conhecimentos, competências e atitudes. No nosso caso a aprendizagem complexa que se pretendeu trabalhar foi a “análise de um circuito elétrico simples”. A investigação foi realizada com cinco turmas do 9ºano de uma escola do ensino particular da região de Lisboa. A amostra foi divida em dois grupos: o grupo experimental (n = 78) constituído por três turmas e o grupo de controlo (n = 51) constituído por duas turmas. Apesar de cada turma constituir um grupo natural a seleção das turmas para os dois grupos foi aleatória. Utilizámos uma metodologia experimental com design quase-experimental para se estudar o efeito do tipo de abordagem instrutiva (4C/ID versus convencional) sobre as variáveis ‘desempenhos’ (reprodução de conhecimentos e transferência de aprendizagem), ‘esforço mental percecionado’, ‘eficiência instrutiva’ e ‘abordagens à aprendizagem’. Realizou-se um follow-up passado uma semana. Também foi nosso objetivo descrever o processo através da observação das sessões de ambos os grupos e de entrevistas semidiretivas realizadas aos professores envolvidos. A investigação é constituída por um estudo que originou cinco artigos que analisam os dados com perspetivas diferentes, permitindo dar resposta aos objetivos de investigação. O primeiro artigo corresponde a uma revisão sistemática da literatura com meta-análise para sistematizar os resultados de investigação sobre a eficiência da utilização do modelo 4C/ID em sala de aula. O segundo artigo corresponde à fundamentação teórica das opções tomadas no planeamento e construção do RED. No terceiro e no quarto artigos analisámos o efeito da utilização do modelo 4C/ID sobre as variáveis ‘desempenhos’ dos alunos (reprodução de conhecimentos adquiridos e transferência de aprendizagem), ‘esforço mental percecionado’ e ‘eficiência instrutiva’. O quinto artigo focou-se na análise do efeito da utilização do modelo 4C/ID sobre a variável ‘abordagens à aprendizagem’. Os resultados de investigação mostraram que houve diferenças significativas, a favor do grupo experimental, entre os dois grupos ao nível das variáveis ‘desempenhos’, ‘esforço mental percecionado’ para o teste de transferência, ‘eficiência instrutiva’, e ‘abordagens à aprendizagem’.
Nowadays, the problem of the Information and Communication Technologies (ICT) use is not related to the lack of resources, but it is related to how they should be used to promote efficient learning. The purpose of this thesis is to design, implement and evaluate a digital educational resource (DER) for teach electrical circuits in the 9th grade. The DER design was based on the Four Component Instructional Design Model (4C/ID-model). The 4C/ID-model applies to complex learning training. Complex learns involves the integration of knowledge, skills and attitudes. In our case the complex learning that was intended to work was the "analysis of a simple electric circuit". The research was carried out with five classes from the 9th grade of a private school in the Lisbon region. The sample was divided into two groups: the experimental group (n = 78) composed by three classes and the control group (n = 51) composed by two classes. Although each class constitutes a natural group, the selection of classes for the two groups was made randomly. We used an experimental research methodology with a quasi-experimental design to study the effect of the type of instructional approach (4C/ID versus conventional) on the variables 'performance' (knowledge reproduction and transference of learning), 'perceived mental effort' and 'students approaches to learning'. We did a follow-up a week later. It was also our goal to describe the implementation process, so we observe both groups sessions and we conducted interviews to the teachers involved. The research consists of a study that has origined five papers that analise the data with diferente perspectives, allowing to meet research objectives. The first paper corresponds to a systematic literature review with meta-analysis to systematize the results of research on the efficiency of the use of the 4C/ID-model in classroom. The second paper corresponds to the theoretical foundation of the options taken in the DER design In the third and fouth papers we analysed the effects of the use of the 4C/ID-model on the students' ´performance´ variables (reproduction of acquired knowledge and transference of learning), 'perceived mental effort' and 'instructional efficiency'. The fifth paper focused on the analysis of the effect of the 4C/ID-model approach on the variable 'students approaches to learning (SAL)'. The research results showed that there were significant differences, in favour of the experimental group, between the two groups in the variables 'performance', 'perceived mental effort' for the transfer test, 'instructional efficiency', and ´SAL´.
Nowadays, the problem of the Information and Communication Technologies (ICT) use is not related to the lack of resources, but it is related to how they should be used to promote efficient learning. The purpose of this thesis is to design, implement and evaluate a digital educational resource (DER) for teach electrical circuits in the 9th grade. The DER design was based on the Four Component Instructional Design Model (4C/ID-model). The 4C/ID-model applies to complex learning training. Complex learns involves the integration of knowledge, skills and attitudes. In our case the complex learning that was intended to work was the "analysis of a simple electric circuit". The research was carried out with five classes from the 9th grade of a private school in the Lisbon region. The sample was divided into two groups: the experimental group (n = 78) composed by three classes and the control group (n = 51) composed by two classes. Although each class constitutes a natural group, the selection of classes for the two groups was made randomly. We used an experimental research methodology with a quasi-experimental design to study the effect of the type of instructional approach (4C/ID versus conventional) on the variables 'performance' (knowledge reproduction and transference of learning), 'perceived mental effort' and 'students approaches to learning'. We did a follow-up a week later. It was also our goal to describe the implementation process, so we observe both groups sessions and we conducted interviews to the teachers involved. The research consists of a study that has origined five papers that analise the data with diferente perspectives, allowing to meet research objectives. The first paper corresponds to a systematic literature review with meta-analysis to systematize the results of research on the efficiency of the use of the 4C/ID-model in classroom. The second paper corresponds to the theoretical foundation of the options taken in the DER design In the third and fouth papers we analysed the effects of the use of the 4C/ID-model on the students' ´performance´ variables (reproduction of acquired knowledge and transference of learning), 'perceived mental effort' and 'instructional efficiency'. The fifth paper focused on the analysis of the effect of the 4C/ID-model approach on the variable 'students approaches to learning (SAL)'. The research results showed that there were significant differences, in favour of the experimental group, between the two groups in the variables 'performance', 'perceived mental effort' for the transfer test, 'instructional efficiency', and ´SAL´.
Descrição
Tese de doutoramento, Educação (Tecnologias de Informação e Comunicação na Educação), Universidade de Lisboa, Instituto de Educação, 2018
Palavras-chave
Teses de doutoramento - 2018