O Estudo do Ponto em Jogo: a ludicidade no ensino da Geometria Descritiva
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Tipo
Artigo
Classficação
Nível teórico
Data
2022
Título do Períodico
Revista de Estudos e Pesquisas sobre Ensino Tecnológico
ISSN
2446-774X
Página(s)/e-location
e189822
Idioma(s)
pt
Fonte
Fonte
Manaus, AM
8
1
8
1
Coleções
Resumo
O presente artigo, motivado pela dificuldade dos alunos de Ensino Médio em compreender os conteúdos da Geometria Descritiva, busca responder à seguinte pergunta: um jogo digital para smartphones poderia auxiliar na compreensão do estudo do ponto? Por tratar-se de conteúdo que serve de base para conceitos mais abstratos da Geometria Descritiva, a dificuldade nesse conteúdo pode gerar lacunas que impactarão nas teorias mais complexas seguintes. Este trabalho versa sobre os resultados parciais de uma pesquisa de mestrado, em andamento, que visa analisar como professores do Ensino Médio percebem a relevância de um jogo digital para o estudo do ponto. Desse modo, apresentam-se aqui as teorias norteadoras do projeto de jogo adotando-se os conceitos de ludicidade, aprendizagem baseada em jogos e as aprendizagens significativa e distraída. Os conceitos do estudo do ponto serão sucintamente expostos para que o leitor possa, a seguir, compreender a contextualização e a dinâmica do jogo. Nesse estudo de caso, sete recém-egressos do ensino médio da instituição que sediou a pesquisa foram convidados a avaliar “Frogo, o Jogo do Estudo do Ponto”. Assim, após usufruírem do game, os participantes responderam anonimamente a um formulário eletrônico com perguntas avaliativas abertas e fechadas. Os resultados obtidos nessa consulta inicial indicam que Frogo pode ser um recurso pedagógico digital motivador para os estudantes nativos digitais com potencial para contribuir com um aprendizado divertido e servir de incentivo para o surgimento de projetos como esse que aspirem por um paradigma educacional menos tradicional.
This article, motivated by the difficulty of high school students in understanding the contents of Descriptive Geometry, seeks to answer the following question: could a digital game for smartphones help in understanding the study of the point? As it is a content that serves as the basis for more abstract concepts of Descriptive Geometry, the difficulty in this content can generate gaps that will impact the following more complex theories. This work deals with the partial results of an ongoing master's research that aims to analyze how high school teachers perceive the relevance of a digital game for the study of the point. Thus, the guiding theories of game design are presented here, adopting the concepts of playfulness, game-based learning and meaningful and distracted learning. The concepts of the point study will be succinctly exposed so that the reader can then understand the context and dynamics of the game. In this case study, seven recent high school graduates from the institution that hosted the research were invited to evaluate “Frogo, the Point Study Game”. Thus, after enjoying the game, participants anonymously answered an electronic form with open and closed evaluative questions. The results obtained from this initial consultation indicate that Frogo can be a motivating digital pedagogical resource for digital native students with the potential to contribute to fun learning and serve as an incentive to the emergence of projects like this that aspire to a less traditional educational paradigm.
This article, motivated by the difficulty of high school students in understanding the contents of Descriptive Geometry, seeks to answer the following question: could a digital game for smartphones help in understanding the study of the point? As it is a content that serves as the basis for more abstract concepts of Descriptive Geometry, the difficulty in this content can generate gaps that will impact the following more complex theories. This work deals with the partial results of an ongoing master's research that aims to analyze how high school teachers perceive the relevance of a digital game for the study of the point. Thus, the guiding theories of game design are presented here, adopting the concepts of playfulness, game-based learning and meaningful and distracted learning. The concepts of the point study will be succinctly exposed so that the reader can then understand the context and dynamics of the game. In this case study, seven recent high school graduates from the institution that hosted the research were invited to evaluate “Frogo, the Point Study Game”. Thus, after enjoying the game, participants anonymously answered an electronic form with open and closed evaluative questions. The results obtained from this initial consultation indicate that Frogo can be a motivating digital pedagogical resource for digital native students with the potential to contribute to fun learning and serve as an incentive to the emergence of projects like this that aspire to a less traditional educational paradigm.
Descrição
Palavras-chave
Geometria descritiva, Jogo digital, Aprendizagem baseada em jogos., Descriptive geometry, Digital game, Game based learning.
Citação
SILVA, Rodrigo Rafael de Souza Ferreira ; OLIVEIRA, Marcia Martins de. O Estudo do Ponto em Jogo: a ludicidade no ensino da Geometria Descritiva. Revista de Estudos e Pesquisas sobre Ensino Tecnológico, Manaus, AM, v. 8, n. 1, p. e189822. 2022. https://doi.org/10.31417/educitec.v8.1898. Disponível em: https://sistemascmc.ifam.edu.br/educitec/index.php/educitec/article/view/1898. Acesso em: 2024-02-28