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O uso de simuladores na montagem de redes de comunicação de dados
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Este relatório foi elaborado no âmbito da disciplina de Iniciação à Prática Profissional IV, do Mestrado em Ensino de Informática, ministrado pelo Instituto de Educação da Universidade de Lisboa durante os anos 2022/24. Esta intervenção da prática de ensino supervisionada (PES), realizada na Escola Secundária Sá da Bandeira em Santarém, teve como objetivo dar continuidade à observação da prática de ensino do professor cooperante que foi realizada durante o primeiro semestre na disciplina de Iniciação à Prática Profissional III. Este documento tem como objetivo documentar a segunda parte da PES, onde apresento os procedimentos e estratégias adotadas ao realizar a minha intervenção pedagógica na turma do 12º ano do Curso Profissional de Técnico de Gestão de Equipamentos Informáticos na disciplina de Instalação e Manutenção de Equipamentos Informáticos (IMEI) durante o segundo semestre de 2023/24. A intervenção realizou-se na escola acima mencionada durante o segundo semestre que se iniciou em fevereiro. O módulo que estava a ser lecionado era o 8º - Montagem e manutenção de redes de dados. Para a minha intervenção criei um Cenário de Aprendizagem (Ver Anexos A e B) com o tema “Jogos na rede entre amigos”, que teve como objetivo a criação de uma LAN Party, recorrendo ao uso do simulador de redes Packet Tracer e conseguir deste modo responder aos objetivos de aprendizagem de instalar sistemas físicos de rede, configuração da parte lógica, ligações entre equipamentos, trabalhar com routers e sub-redes. O período de intervenção foi de 15 tempos letivos com a duração de 45 minutos cada, que decorreram a 20 de fevereiro, 5 e 12 de março. A metodologia pedagógica adotada foi o Problem Based Learning (PBL), por considerar que era a que melhor respondia às questões pedagógicas envolvidas. A possibilidade de os alunos terem um problema para resolver, terem de analisá-lo, refletirem sobre a sua resolução e a tomada de decisão sobre a opção escolhida, permite que desenvolvam a autonomia, a comunicação, a colaboração e espírito de equipa. Neste documento abordo também a dimensão investigativa que está centrada no âmbito do processo de ensino e aprendizagem deste módulo 8. Defini o seguinte problema de investigação: “Em que medida a utilização do simulador Packet Tracer, na estruturação de uma rede para LAN Party, promove a aprendizagem de redes de comunicação de dados dos alunos do 12º ano do CPTGEI?”. Para dar resposta a este problema, criei as duas questões que vou aprofundar neste relatório e que são as seguintes: Q1: Qual o efeito do simulador Packet Tracer no desempenho dos alunos em tarefas de diagnóstico, projeto e configuração de redes de dados? Q2: Que recursos no simulador Packet Tracer são mais eficazes para a aprendizagem e configuração de uma rede de dados destinada a uma LAN Party? Procuro através desta análise compreender se o Packet Tracer é uma ferramenta pedagogicamente importante para o ensino de redes de dados. Os resultados obtidos durante o estudo sugerem que, globalmente, os objetivos foram atingidos.
This report was prepared as part of the course "Introduction to Professional Practice IV", from the Master's in Computer Science Education, offered by the Institute of Education at the University of Lisbon during the years 2022/24. This supervised teaching practice (STP) intervention, carried out at Sá da Bandeira Secondary School in Santarém, aimed to continue the observation of the cooperating teacher's teaching practice, which was conducted during the first semester in the course "Introduction to Professional Practice III." The purpose of this document is to record the second part of the STP, where I present the procedures and strategies adopted during my pedagogical intervention with the 12th-grade class of the Professional Course for Computer Equipment Management Technician in the subject "Installation and Maintenance of Computer Equipment" (IMCE) during the second semester of 2023/24. The intervention took place at the aforementioned school during the second semester, which began in February. The module being taught was the 8th module, "Assembly and Maintenance of Data Networks." For my intervention, I created a learning scenario themed "Network Games with Friends," which aimed to create a LAN Party using the Packet Tracer network simulator. This approach was intended to meet the learning objectives of installing physical network systems, configuring the logical part, connecting devices, working with routers, and subnetting. The intervention period consisted of 15 teaching sessions, each lasting 45 minutes, which took place on February 20, March 5, and March 12. The pedagogical methodology adopted was Problem Based Learning (PBL), as it was considered the most suitable for addressing the involved pedagogical issues. The possibility for students to have a problem to solve, analyze it, reflect on its resolution, and make decisions about the chosen option allows them to develop autonomy, communication, collaboration, and team spirit. This document also addresses the investigative dimension focused on the teaching and learning process of this 8th module. I defined the following research problem: "To what extent does the use of the Packet Tracer simulator in structuring a network for a LAN Party promote the learning of data communication networks for 12th-grade students in the CPTGEI course?" To answer this problem, I created two questions that I will explore in this report, which are as follows: Q1: What is the effect of the Packet Tracer simulator on students' performance in diagnostic, design, and configuration tasks of data networks? Q2: Which resources in the Packet Tracer simulator are most effective for learning and configuring a data network for a LAN Party? Through this analysis, I seek to understand whether Packet Tracer is a pedagogically important tool for teaching data networks. The results obtained during the study suggest that overall, the objectives were achieved.
This report was prepared as part of the course "Introduction to Professional Practice IV", from the Master's in Computer Science Education, offered by the Institute of Education at the University of Lisbon during the years 2022/24. This supervised teaching practice (STP) intervention, carried out at Sá da Bandeira Secondary School in Santarém, aimed to continue the observation of the cooperating teacher's teaching practice, which was conducted during the first semester in the course "Introduction to Professional Practice III." The purpose of this document is to record the second part of the STP, where I present the procedures and strategies adopted during my pedagogical intervention with the 12th-grade class of the Professional Course for Computer Equipment Management Technician in the subject "Installation and Maintenance of Computer Equipment" (IMCE) during the second semester of 2023/24. The intervention took place at the aforementioned school during the second semester, which began in February. The module being taught was the 8th module, "Assembly and Maintenance of Data Networks." For my intervention, I created a learning scenario themed "Network Games with Friends," which aimed to create a LAN Party using the Packet Tracer network simulator. This approach was intended to meet the learning objectives of installing physical network systems, configuring the logical part, connecting devices, working with routers, and subnetting. The intervention period consisted of 15 teaching sessions, each lasting 45 minutes, which took place on February 20, March 5, and March 12. The pedagogical methodology adopted was Problem Based Learning (PBL), as it was considered the most suitable for addressing the involved pedagogical issues. The possibility for students to have a problem to solve, analyze it, reflect on its resolution, and make decisions about the chosen option allows them to develop autonomy, communication, collaboration, and team spirit. This document also addresses the investigative dimension focused on the teaching and learning process of this 8th module. I defined the following research problem: "To what extent does the use of the Packet Tracer simulator in structuring a network for a LAN Party promote the learning of data communication networks for 12th-grade students in the CPTGEI course?" To answer this problem, I created two questions that I will explore in this report, which are as follows: Q1: What is the effect of the Packet Tracer simulator on students' performance in diagnostic, design, and configuration tasks of data networks? Q2: Which resources in the Packet Tracer simulator are most effective for learning and configuring a data network for a LAN Party? Through this analysis, I seek to understand whether Packet Tracer is a pedagogically important tool for teaching data networks. The results obtained during the study suggest that overall, the objectives were achieved.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Informática, 2024, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Aprendizagem baseada em projetos Redes de comunicação Informática - Estudo e ensino Relatórios da prática de ensino supervisionada - 2024