O método Jigsaw no Ensino de Estereoisômeros: aplicação de uma sequência didática para o desenvolvimento de habilidades visuoespaciais e sociais em aulas de Química
Currently, it is necessary in the school environment, the implementation of strategies that facilitate the development of social skills. Cooperative learning in its Jigsaw method is an active methodology based on the collective and active participation of students, generally applied to small grou...
Na minha lista:
| Autor principal: | |
|---|---|
| Outros Autores: | |
| Formato: | Dissertação |
| Idioma: | pt_BR |
| Publicado em: |
Universidade Federal do Rio Grande do Norte
|
| Assuntos: | |
| Endereço do item: | https://repositorio.ufrn.br/handle/123456789/31438 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: | Currently, it is necessary in the school environment, the implementation of strategies
that facilitate the development of social skills. Cooperative learning in its Jigsaw
method is an active methodology based on the collective and active participation of
students, generally applied to small groups, in order to enable cognitive development,
through the exchange of information, and cooperative social skills. In this sense, a
didactic-pedagogical sequence was developed using the Jigsaw method, in a 3rd year
high school class of a public school on the outskirts of Fortaleza-CE, in order to favor
the visuospatial development of molecules in the study of stereoisomers,
concomitantly with the development of social skills. Among them, communication,
empathy and conflict resolution. As theoretical references, we used research results
on cooperative learning and application of the Jigsaw method, some assumptions of
Vygotsky's socio-interactionist theory and the difficulties in teaching stereoisomers. To
collect qualitative data from the research, the following were applied: observation
protocol, video recording, face-to-face and virtual activities and evaluative
questionnaires. The methodological path was developed in four stages: the first was
the virtual activity on cooperative learning and jigsaw method; the second consisted of
the application of the Jigsaw method and the construction of molecular models; the
third referred to the application of an evaluative questionnaire and collective
pedagogical evaluation; the latter concerns the application of the individual
pedagogical evaluation and group processing questionnaires and evaluation of the
Likert scale method. With the application of the Jigsaw method it was noticed that the
students worked collectively, in solidarity, collaborative and active, interacting and
sharing their ideas, developing social and visuospatial skills from the construction of
molecular models, contributing significantly to the teaching and learning process. The
results, obtained through questionnaires, revealed that the Jigsaw method facilitates
students' learning and activities, favoring the active participation of students. The
educational product was elaborated, in the form of a booklet, to be used by elementary
school teachers. |
|---|