Promoção da aprendizagem significativa de conceitos químicos para alunos em progressão parcial utilizando um AVA como ferramenta de apoio pedagógico

Abstract

Introducing themselves as auxiliary pedagogical tools, Virtual Learning Environments (VLE) are added to the physical classrooms, being used as support for teaching, as an exchange of information and experiences, as well as being an aid to the construction of formal knowledge. Therefore, the VLEs have been widely used to strengthen this formal knowledge, while at the same time, the contents presented in it (everyday situations, vicarious experiences, among others) can have meaning in the student's daily life, contributing in this way, for the citizenship formation of each one. Guided by the National Education Guidelines and Bases Law - Law 9394/96, which deals with the partial progression regime, we will, throughout this work, evaluate qualitative and quantitatively how the use of a VLE can be a positive support tool educational, still based on the theory of meaningful learning. It is hoped that this study may answer the following question: "Is the Virtual Learning Environment effective as an educational support tool for meaningful learning with students in partial progression of the 1st year of high school in chemistry?" This research, in general, was divided into three distinct and sequential moments. At the first moment, an initial diagnostic questionnaire was applied, a questionnaire that served to identify some of the social issues of the group studied, as well as to identify the possible causes of its partial progression. At a second moment, the researched students explore the virtual room, appropriated the material in it, which was made available in several formats (video, text, charge). The third moment, it had a face-to-face meeting, where the students surveyed answered a final questionnaire, where it was possible to verify if there was a meaning in what was discussed in the scope of chemistry with that student's life. The results obtained, it was possible to infer that there are advantages in the use of VLE, advantages such as the involvement of the students studied, improvement in learning and signification in the established chemical concepts, thus bringing significant gains for both science and education. Therefore, this research leaves a possibility for new research, where other disciplines and teaching modalities can use VLE for better performance in teaching practice and in the teaching and learning process.