A ClassDojo como recurso educativo no ensino e aprendizagem da Matemática: uma experiência no 2.º Ciclo do Ensino Básico
Data
2019-03-12
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A presente dissertação desenvolvida na Prática de Ensino Supervisionada, decorrente do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico, incidindo exclusivamente no âmbito da Matemática do 2.º Ciclo do Ensino Básico, apresenta uma experiência da utilização de uma plataforma online, interativa e gratuita designada ClassDojo. Trata-se de uma aplicação oriunda dos Estados Unidos da América, usada em 90% das escolas americanas “K-8”, que está relacionada com a gestão de comportamento em sala de aula. Incentiva o professor a dar feedback, em tempo real, que posteriormente será convertido em pontos. Enquadra-se teoricamente no sistema de economia de fichas, uma técnica muito profícua na Psicologia Comportamental, e num sistema exemplar de gamificação que promove competências sociais, exigindo também, para uma melhor compreensão, a pesquisa e análise teórica sobre as conceções de bom clima de sala de aula, da noção de Feedback e da conexão dos conceitos de Tecnologias de Informação e Conhecimento (TIC), Tecnologias de Aprendizagem e Conhecimento (TAC) e Tecnologias de Empoderamento e Participação (TEP). A plataforma mencionada foi aplicada em duas turmas do 5.º ano de escolaridade do 2.º Ciclo do Ensino Básico, na disciplina de Matemática, numa escola do norte de Portugal. O estudo que apresentamos diz respeito apenas à turma onde realizámos a Prática de Ensino Supervisionada, ao longo de vinte oito aulas. Pretendeu-se verificar as possibilidades de integração nas aulas de Matemática e testar a proficuidade desta ferramenta enquanto recurso pedagógico. Foram utilizados como instrumentos de recolha de informação a observação direta e participante, das aulas da professora cooperante e das responsabilizações do par pedagógico, a realização de inquéritos por questionário, as anotações do diário de aula e os registos da aplicação. Após a análise dos resultados, constatou-se que a implementação da ClassDojo, associada ao papel do professor, à planificação das aulas e ao uso de estratégias distintas de ensino, melhorou o clima de sala de aula. Assim, podemos dizer que contribuiu efetivamente, para comportamentos e atitudes mais benéficas e consequentemente provocou alteração na aprendizagem e na lecionação, isto que os alunos obtiveram melhores resultados na ficha de verificação de conhecimentos e principalmente, envolveram-se de forma mais ativa, responsável efetiva e afetiva no processo de ensino aprendizagem da matemática.
The present dissertation developed in the Supervised Teaching Practice, resulting from the Masters in Teaching of the first Cycle of Basic Education and Mathematics and Natural Sciences in the second Cycle of Basic Education, focusing exclusively on the Mathematics of the second Cycle of the Basic Education, presents an experience of using an online, interactive and free platform called ClassDojo. It is an application from the United States of America, used in 90% of American "K-8" schools, which is related to classroom behavior management. This application encourages the teacher to give feedback, in real time, that will later be converted into points. It is theoretically embedded in the chip-saving system, a very beneficial technique in Behavioral Psychology, and an exemplary system of gamification that promotes social skills, and also requires, for a better understanding, the theoretical research and analysis on the concessions of good classroom environment, the notion of Feedback and the connection of the concepts of Information and Knowledge Technologies (TIC), Learning and Knowledge Technologies (TAC), and Empowerment and Participation Technologies (TEP). The mentioned platform was applied in two classes of the fifth grade of Basic Education, in the Mathematics discipline, in a school in the north of Portugal. The study that we present concerns only the class where we performed the Supervised Teaching Practice, over twenty eight classrooms. The aim was to verify the possibilities of integration in mathematics classes and to test the proficuity of this tool as a pedagogical resource. The direct and participant observation of the cooperating teacher's classes and the pedagogical pair's responsibilities, the use of questionnaires, the journal entries and the application records were used as instruments for collecting information. After the results analysis, it was found that the implementation of ClassDojo, associated with the role of the teacher, the planning of classes and the use of different teaching strategies, improved the classroom environment. Thus, we can say that it has effectively contributed to more beneficial behaviors and attitudes and consequently caused a change in the learning and teaching, since the students obtained better results in the knowledge check sheet and mainly, they were more actively involved, effective and affective responsible in the process of teaching mathematics learning.
The present dissertation developed in the Supervised Teaching Practice, resulting from the Masters in Teaching of the first Cycle of Basic Education and Mathematics and Natural Sciences in the second Cycle of Basic Education, focusing exclusively on the Mathematics of the second Cycle of the Basic Education, presents an experience of using an online, interactive and free platform called ClassDojo. It is an application from the United States of America, used in 90% of American "K-8" schools, which is related to classroom behavior management. This application encourages the teacher to give feedback, in real time, that will later be converted into points. It is theoretically embedded in the chip-saving system, a very beneficial technique in Behavioral Psychology, and an exemplary system of gamification that promotes social skills, and also requires, for a better understanding, the theoretical research and analysis on the concessions of good classroom environment, the notion of Feedback and the connection of the concepts of Information and Knowledge Technologies (TIC), Learning and Knowledge Technologies (TAC), and Empowerment and Participation Technologies (TEP). The mentioned platform was applied in two classes of the fifth grade of Basic Education, in the Mathematics discipline, in a school in the north of Portugal. The study that we present concerns only the class where we performed the Supervised Teaching Practice, over twenty eight classrooms. The aim was to verify the possibilities of integration in mathematics classes and to test the proficuity of this tool as a pedagogical resource. The direct and participant observation of the cooperating teacher's classes and the pedagogical pair's responsibilities, the use of questionnaires, the journal entries and the application records were used as instruments for collecting information. After the results analysis, it was found that the implementation of ClassDojo, associated with the role of the teacher, the planning of classes and the use of different teaching strategies, improved the classroom environment. Thus, we can say that it has effectively contributed to more beneficial behaviors and attitudes and consequently caused a change in the learning and teaching, since the students obtained better results in the knowledge check sheet and mainly, they were more actively involved, effective and affective responsible in the process of teaching mathematics learning.
Descrição
Dissertação de Mestrado para a obtenção de grau de Mestre em
Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências
Naturais no 2.º Ciclo do Ensino Básico
Palavras-chave
ClassDojo , Clima de Sala de Aula , TIC, TAC, TEP , Ensino e Aprendizagem da matemática