Validating the process for labeling Moodle activities according to Complex thinking theory
Resumo
This study proposes and evaluates Moodle activities labeling according to the abilities related to the subject’s cognitive aspect, punctuated by the complex thinking theory. The labeling’s qualitative character consisted of 30 educators’ responses from a federal institution to a form, aiming to relate skills to activities. The conceptual analysis of the labeling process and the grouping of responses from the form composed the quantitative labeling factor, resulting in reliable labeling. Comparisons between this labeling and a previous one highlighted similarities and discoveries. This labeling makes it possible to identify significant student characteristics presented by this theory and, consequently, the use of pedagogical activities that explore and expand higher-order skills.Referências
Apino, E. and Retnawati, H. (2017). Developing instructional design to improve mathematical higher order thinking skills of students. In Journal of Physics: Conference Series, volume 812, page 012100. IOP Publishing.
Bransford, J. D., Brown, A. L., Cocking, R. R., et al. (2000). How people learn, volume 11. Washington, DC: National academy press.
Campos, P. T. C. (2011). Masetto, marcos tarcísio. competência pedagógica do professor universitário. são paulo: Summus, 20031. CONJECTURA: filosofia e educação, 16(3).
Deci, E. L. and Ryan, R. M. (2000). The” what” and” why” of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 11(4):227–268.
Dziob, D., Kwiatkowski, L., and Sokolowska, D. (2018). Class tournament as an assessment method in physics courses: A pilot study. Eurasia Journal of Mathematics, Science and Technology Education, 14(4):1111–1132.
Ezz Elarab, H. and Maddy, M. (2021). Enhancing skills of critical thinking by using learning management systems. International Journal of Instructional Technology and Educational Studies, 2(January):4–6.
Fernando, W. (2020). Moodle quizzes and their usability for formative assessment of academic writing. Assessing Writing, 46:100485.
Griffin, T. D., Mielicki, M. K., and Wiley, J. (2019). Improving students’ metacomprehension accuracy. Cambridge University Press.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational psychology review, 16:235–266.
Khan, A. (2021). Como identificar outliers usando a regra 1,5xfiq.
Lindsey, R. V., Khajah, M., and Mozer, M. C. (2014). Automatic discovery of cognitive skills to improve the prediction of student learning. Advances in neural information processing systems, 27.
Loewen, A. C. (1995). Creative problem solving. Teaching Children Mathematics, 2(2):96–99.
Maissiat, J. (2013). Interconexões entre a complexidade e o fazer docente: formação continuada e tecnologias digitais em educação a distância. PhD thesis, Centro de Estudos Interdisciplinares em Novas Tecnologias na Educação UFRGS.
Morin, E. (2003). Introdução ao pensamento complexo (d. matos, trad.), lisboa: Instituto piaget.
Morin, E. (2005). O método 4: as ideias-habitat, vida, costumes, organização. Sulina.
Morin, E., Pakman, M., et al. (1994). Introducción al pensamiento complejo. gedisa Barcelona.
Möbius (2021). Cats on a hot tin roof: An overview of categorical encoding methods: Available online.
Oliveira, G. P., Fernandes, M. A., and Maissiat, J. (2022). Correlacionando habilidades cognitivas às atividades do moodle a luz da teoria da complexidade. In Anais do I Workshop de Pensamento Computacional e Inclusão, pages 139–150. SBC.
Pacheco, C. S. and Herrera, C. I. (2021). A conceptual proposal and operational definitions of the cognitive processes of complex thinking. Thinking skills and creativity, 39:100794.
Saraiva, E. (2021). A importância do design instrucional nas ies.
Schoenberger, K. M. and Liming, L. A. (2001). Improving students’ mathematical thinking skills through improved use of mathematics vocabulary and numerical operations. ERIC.
Silva, M. (2010). Sala de aula interativa, educaçao, comunicaçao, midia clássica, internet, tecnologias digitais, arte, mercado, sociedade, cidadania, marco silva. Coleçao práticas pedagógicas.
Bransford, J. D., Brown, A. L., Cocking, R. R., et al. (2000). How people learn, volume 11. Washington, DC: National academy press.
Campos, P. T. C. (2011). Masetto, marcos tarcísio. competência pedagógica do professor universitário. são paulo: Summus, 20031. CONJECTURA: filosofia e educação, 16(3).
Deci, E. L. and Ryan, R. M. (2000). The” what” and” why” of goal pursuits: Human needs and the self-determination of behavior. Psychological inquiry, 11(4):227–268.
Dziob, D., Kwiatkowski, L., and Sokolowska, D. (2018). Class tournament as an assessment method in physics courses: A pilot study. Eurasia Journal of Mathematics, Science and Technology Education, 14(4):1111–1132.
Ezz Elarab, H. and Maddy, M. (2021). Enhancing skills of critical thinking by using learning management systems. International Journal of Instructional Technology and Educational Studies, 2(January):4–6.
Fernando, W. (2020). Moodle quizzes and their usability for formative assessment of academic writing. Assessing Writing, 46:100485.
Griffin, T. D., Mielicki, M. K., and Wiley, J. (2019). Improving students’ metacomprehension accuracy. Cambridge University Press.
Hmelo-Silver, C. E. (2004). Problem-based learning: What and how do students learn? Educational psychology review, 16:235–266.
Khan, A. (2021). Como identificar outliers usando a regra 1,5xfiq.
Lindsey, R. V., Khajah, M., and Mozer, M. C. (2014). Automatic discovery of cognitive skills to improve the prediction of student learning. Advances in neural information processing systems, 27.
Loewen, A. C. (1995). Creative problem solving. Teaching Children Mathematics, 2(2):96–99.
Maissiat, J. (2013). Interconexões entre a complexidade e o fazer docente: formação continuada e tecnologias digitais em educação a distância. PhD thesis, Centro de Estudos Interdisciplinares em Novas Tecnologias na Educação UFRGS.
Morin, E. (2003). Introdução ao pensamento complexo (d. matos, trad.), lisboa: Instituto piaget.
Morin, E. (2005). O método 4: as ideias-habitat, vida, costumes, organização. Sulina.
Morin, E., Pakman, M., et al. (1994). Introducción al pensamiento complejo. gedisa Barcelona.
Möbius (2021). Cats on a hot tin roof: An overview of categorical encoding methods: Available online.
Oliveira, G. P., Fernandes, M. A., and Maissiat, J. (2022). Correlacionando habilidades cognitivas às atividades do moodle a luz da teoria da complexidade. In Anais do I Workshop de Pensamento Computacional e Inclusão, pages 139–150. SBC.
Pacheco, C. S. and Herrera, C. I. (2021). A conceptual proposal and operational definitions of the cognitive processes of complex thinking. Thinking skills and creativity, 39:100794.
Saraiva, E. (2021). A importância do design instrucional nas ies.
Schoenberger, K. M. and Liming, L. A. (2001). Improving students’ mathematical thinking skills through improved use of mathematics vocabulary and numerical operations. ERIC.
Silva, M. (2010). Sala de aula interativa, educaçao, comunicaçao, midia clássica, internet, tecnologias digitais, arte, mercado, sociedade, cidadania, marco silva. Coleçao práticas pedagógicas.
Publicado
06/11/2023
Como Citar
OLIVEIRA, Gustavo P.; FERNANDES, Marcia A.; MAISSIAT, Jaqueline.
Validating the process for labeling Moodle activities according to Complex thinking theory. In: SIMPÓSIO BRASILEIRO DE INFORMÁTICA NA EDUCAÇÃO (SBIE), 34. , 2023, Passo Fundo/RS.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2023
.
p. 287-298.
DOI: https://doi.org/10.5753/sbie.2023.234894.
