Banca de DEFESA: GUILHERME LIMA JOSE DE SIQUEIRA

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : GUILHERME LIMA JOSE DE SIQUEIRA
DATE: 29/04/2024
TIME: 09:00
LOCAL: CEFETMG-Campus II
TITLE:

PERCEPTION OF SCIENCE AND MATHEMATICS TEACHERS OF MIDDLE-LEVEL TECHNICAL PROFESSIONAL EDUCATION ON TEACHING THROUGH GAMIFICATED ACTIVITIES

KEY WORDS:

Science and Mathematics Teachers; Gamification; Games; Active Methodologies.

PAGES: 86
BIG AREA: Ciências Humanas
AREA: Educação
SUBÁREA: Ensino-Aprendizagem
SPECIALTY: Métodos e Técnicas de Ensino
SUMMARY:

This research aims to identify the perception of teachers, science, and mathematics of technical vocational education of the middle level (EPTNM), regarding teaching through gamified activities. The methodology follows a qualitative approach, where the applied methods characterize this research as exploratory. The strategy of this research is consolidated as a case study, inserting itself in the IV research line, educational practices and educational technologies, the Postgraduate Program in Technological Education (PPGET) of CEFET-MG. To support and substantiate the theoretical discussion we use the work of several consecrated authors, such as Ausubel et al. (1978), Moreira (1995), Huizinga (2000), Prensky (2001), Gil (2002), Bardin (2006), Bie (2008), Marconi and Lakatos (2008), Gee (2009), Berbel (2011), DETERDING et al. (2011), Kishimoto (2011), Kapp (2012), Barbosa and Moura (2013), Akilli (2014), Yin (2015), Amorim et al. (2016), Bergmann and Sams (2016), Santos and Ferrari (2017), Chamon et al. (2020), Moran (2020), Benedetti (2023), and others. In the theoretical framework, gamification differed from games, being considered an active teaching methodology. To identify the perception of EPTNM science and mathematics as to teaching through gamified activities, a questionnaire was prepared to verify the level of knowledge about knowledge Gamified activities, the possibility of using a gamified didactic sequence, student engagement, and what would be the challenges in using gamification. We asked, by email, 36 teachers who have been teaching for over 11 months of science or mathematics EPTNM in Campus I and Campus II of CEFET-MG in Belo Horizonte, to answer the questionnaire, obtaining only nine answers. The research result confirmed what was reported by the authors established in our theoretical framework, that is, the gamified activities generate good results in engagement, participation, learning, and student satisfaction.

COMMITTEE MEMBERS:
Presidente - IVO DE JESUS RAMOS
Interna - MARIA ADELIA DA COSTA
Externo ao Programa - GILMER JACINTO PERES