Quando a curiosidade científica se transforma em um vídeo tutorial para aprender ensinando: conhecimento do conteúdo, elaboração das explicações e complexidade das perguntas
DOI:
https://doi.org/10.35362/rie8724572Palavras-chave:
aprendizagem pelo ensino; aprendizagem cooperativa; educação científica; materiais didácticos; vídeo educativoResumo
A criação de materiais didáticos pelos estudantes é uma forma de aprendizagem pelo ensino, que oferece uma situação comunicativa ao estabelecer um público e pode contribuir para ativar mecanismos para a elaboração do conhecimento. Dada a prática escassa, mas promissora, deste tipo de propostas educacionais no ensino primário, o Projeto Bikos foi concebido, no qual pares de estudantes criam, em cooperação, tutoriais em vídeo baseados em sua curiosidade científica. Com base nesta inovação, três objetivos de pesquisa são propostos: 1) examinar se há melhorias no conhecimento específico sobre a questão que os estudantes respondem em cada videotutorial; 2) estimar o grau de elaboração do conhecimento nas explicações que os estudantes oferecem em seus videotutoriais; e, 3) analisar o grau de complexidade das questões de compreensão para o público que os estudantes acrescentam ao longo de seus videotutoriais. Os resultados de um pré-teste-pós-teste mostram melhorias significativas em conhecimentos específicos. A análise exploratória das explicações sugere que cerca de dois terços das informações foram suficientemente elaboradas pelos estudantes. A análise das questões de compreensão indica que a grande maioria delas tem um baixo nível de complexidade
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