Banca de DEFESA: LUIZA NATHALIA DE CARVALHO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : LUIZA NATHALIA DE CARVALHO
DATE: 11/05/2023
TIME: 08:00
LOCAL: https://conferenciaweb.rnp.br/webconf/terezinha-ribeiro-alvim
TITLE:

EFFECTS OF THE DIDACTIC USE OF VIDEO PROCESS AND EXPERIENTIAL LEARNING THEORY IN TEACHING AND LEARNING IN A MEDIUM LEVEL TECHNICAL COURSE

KEY WORDS:

Experiential Learning; Video Production; Technological Education.

PAGES: 130
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

It is true that we live in times of transformation. The COVID-19 pandemic, which brought to the world a reality of social isolation, remote work and virtual relationships, was just one of the factors for the acceleration of global changes. In education, the need to rethink teaching practices has become even more evident, especially with regard to science and technology. Thus, through this research, we propose a study that relates David Kolb's Experiential Learning Theory (ELT) with Joan Ferrés' Videoprocess concept, aiming to understand how this process could contribute to the learning of technical-scientific knowledge. The ELT argues that learning is directly linked to the student's experience and that he/she follows a cyclical path, called the Learning Cycle, experiencing, reflecting, thinking and acting. Videoprocesso allows students of scientific disciplines to act in all stages of video production, from research to editing, being active subjects of learning, learning during the process and not just through a finished work. In this way, we propose that students of a technical course in Chemistry, unable to work in the laboratory due to the social distance resulting from the COVID-19 pandemic, produce videos that report specific themes of a discipline. During the activity, they had the support of the class teacher to validate the scientific themes and content; and with my support, if they needed help with the technical issues of producing an audiovisual. In the following semester, we repeated the activity with a classroom group. We observed that, in addition to the good involvement with the discipline and the retention of its content, as they themselves reported throughout the experiment, the students were successful in building an audiovisual capable of passing on correct information and educational activities, acting simultaneously as producers and receivers of content.

COMMITTEE MEMBERS:
Presidente - TEREZINHA RIBEIRO ALVIM
Interno - IVO DE JESUS RAMOS
Externo à Instituição - MAURICIO SILVA GINO - UFMG