Banca de DEFESA: RAFAEL MARINHO DE ALBUQUERQUE

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : RAFAEL MARINHO DE ALBUQUERQUE
DATE: 31/03/2022
TIME: 09:00
LOCAL: Plataforma Google Meet
TITLE:

INTERACTIVE VIDEOS FOR LEARNING ANALYTICAL GEOMETRY: AN ONLINE INSTRUMENTAL ORCHESTRATION IN REMOTE TEACHING

KEY WORDS:

Interactive Videos, Asynchronous Lessons, Analytical Geometry, Flipped Classroom, Interaction.

PAGES: 95
BIG AREA: Outra
AREA: Multidisciplinar
SUMMARY:

Videos have been used to complement and sometimes replace traditional lessons, introducing a paradigm shift in both the way teachers teach and students learn. Particularly in environments where the flipped classroom methodology is used or even in remote teaching, the fundamental component of the use of videos is perceived as part of the proposal. How to guarantee, however, that this use will not repeat the same dynamics of a traditional class, in which the student continues to receive information passively? Today there are platforms on the internet that allow the teacher to add interactive components easily and even monitor student interactions throughout the video, as a possibility to streamline the teaching-learning process. This study builds, experiments, and validates an instrumental orchestration in remote teaching developed using interactive videos in a teaching class about orthogonal projections. The research takes place from a remote teaching perspective; therefore, it deals with an online instrumental orchestration. An interactive video was specially produced and used in moments of asynchronous instrumental orchestrations. For its elaboration, we used the free Vizia platform (https://vizia.co/). We carried out collective class discussion activities for the synchronous moment of orchestration since it was impossible to carry out group activities. The online instrumental orchestration was performed during an undergraduate course of Analytical Geometry as activities of the teaching internship. Fifteen of the 60 students from the Mathematics and Physics preservice teachers who volunteered to participate in the research were the subject of our study, having their data collected for analysis. Of the 15 students, only eight interacted with the video, which made up the research participants. The results show us resistance to getting into the work with interactive videos. However, it allowed us to categorise the students' interaction with this type of artefact, ranging from passive, those of selective interactions, to those with total interaction with the activities of the video.

BANKING MEMBERS:
Interna - 2321243 - MARIA AUXILIADORA SOARES PADILHA
Externo ao Programa - 1285161 - ROGERIO DA SILVA IGNACIO
Externo ao Programa - 1968638 - VALDIR BEZERRA DOS SANTOS JUNIOR
Presidente - 2131772 - VERONICA GITIRANA GOMES FERREIRA