A Collaborative Learning Proposal for Predict-Observe-Explain Model supported by Mobile Environment
Resumo
Virtual learning environments were designed to stimulate social competences, such as altruism, responsibility, communication, planning and coordination. It is observed that creation of technology for active methods, as for the Predict-Observe-Explain (POE) model. However, advances in the design of these environments are necessary to support aspects of collaboration and mobility. The goal of this article is to present a proposal for a mobile platform that organizes a workflow of revised POE models, based on debates. The methodology and expected results are presented.
Palavras-chave:
Collaborative learning, Mobile environments, Predict-Observe-Explain
Referências
Brandon, D. P., & Hollingshead, A. B. (1999). Collaborative learning and computer-supported groups. Communication education, 48(2), 109-126.
Fitriani, A., Zubaidah, S., Susilo, H., & Al Muhdhar, M. H. I. (2020a). PBLPOE: A learning model to enhance students’ critical thinking skills and scientific attitudes. International Journal of Instruction, 13(2), 89-106.
Fitriani, A., Zubaidah, S., Susilo, H., & Al Muhdhar, M. H. I. (2020b). The effects of integrated problem-based learning, predict, observe, explain on problem-solving skills and self-efficacy. Eurasian Journal of Educational Research, 2020(85), 45-64.
Kirschner, P., Strijbos, J. W., Kreijns, K., & Beers, P. J. (2004). Designing electronic collaborative learning environments. Educational technology research and development, 52(3), 47.
Küchemann, S., Klein, P., Fouckhardt, H., Gröber, S., & Kuhn, J. (2020). Students’ understanding of non-inertial frames of reference. Physical Review Physics Education Research, 16(1), 10112.
Küçüközer, H. (2013). Designing a powerful learning environment to promote durable conceptual change. Computers and Education, 68, 482-494.
Larson, M. B., Rubbo, L. J., Zaleski, K. D., & Larson, S. L. (2006). Science Icebreaker Activities: An Example from Gravitational Wave Astronomy. The Physics Teacher, 44(7), 416-419.
Nevado, R. A., Menezes, C. S., & Júnior, R. R. V. (2012). Debate de teses - uma arquitetura pedagógica. In Brazilian Symposium on Computers in Education (SBIE).
Park, Y. (2011). A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types. International Review of Research in Open and Distributed Learning, 12(2), 78-102.
Ruiz-Primo, M. A., Li, M., Tsai, S. P., & Schneider, J. (2010). Testing one premise of scientific inquiry in science classrooms: Examining students’ scientific explanations and student learning. Journal of Research in Science Teaching, 47(5), 583-608.
Tao, P. K, & Gunstone, R. F. (1999). Conceptual Change in Science through Collaborative Learning at the computer. International Journal of Science Education, 21(1), 39-57.
Vaara, R. L., & Sasaki, D. G. G. (2019). Teaching kinematic graphs in an undergraduate course using an active methodology mediated by video analysis. Lumat, 7(1), 1-26.
Wang, Q. (2009). Design and evaluation of a collaborative learning environment. Computers & Education, 53(4), 1138-1146.
White, R., & Gunstone, R. (1992). Probing understanding (The Falmer Press (ed.)). Routledge.
Fitriani, A., Zubaidah, S., Susilo, H., & Al Muhdhar, M. H. I. (2020a). PBLPOE: A learning model to enhance students’ critical thinking skills and scientific attitudes. International Journal of Instruction, 13(2), 89-106.
Fitriani, A., Zubaidah, S., Susilo, H., & Al Muhdhar, M. H. I. (2020b). The effects of integrated problem-based learning, predict, observe, explain on problem-solving skills and self-efficacy. Eurasian Journal of Educational Research, 2020(85), 45-64.
Kirschner, P., Strijbos, J. W., Kreijns, K., & Beers, P. J. (2004). Designing electronic collaborative learning environments. Educational technology research and development, 52(3), 47.
Küchemann, S., Klein, P., Fouckhardt, H., Gröber, S., & Kuhn, J. (2020). Students’ understanding of non-inertial frames of reference. Physical Review Physics Education Research, 16(1), 10112.
Küçüközer, H. (2013). Designing a powerful learning environment to promote durable conceptual change. Computers and Education, 68, 482-494.
Larson, M. B., Rubbo, L. J., Zaleski, K. D., & Larson, S. L. (2006). Science Icebreaker Activities: An Example from Gravitational Wave Astronomy. The Physics Teacher, 44(7), 416-419.
Nevado, R. A., Menezes, C. S., & Júnior, R. R. V. (2012). Debate de teses - uma arquitetura pedagógica. In Brazilian Symposium on Computers in Education (SBIE).
Park, Y. (2011). A pedagogical framework for mobile learning: Categorizing educational applications of mobile technologies into four types. International Review of Research in Open and Distributed Learning, 12(2), 78-102.
Ruiz-Primo, M. A., Li, M., Tsai, S. P., & Schneider, J. (2010). Testing one premise of scientific inquiry in science classrooms: Examining students’ scientific explanations and student learning. Journal of Research in Science Teaching, 47(5), 583-608.
Tao, P. K, & Gunstone, R. F. (1999). Conceptual Change in Science through Collaborative Learning at the computer. International Journal of Science Education, 21(1), 39-57.
Vaara, R. L., & Sasaki, D. G. G. (2019). Teaching kinematic graphs in an undergraduate course using an active methodology mediated by video analysis. Lumat, 7(1), 1-26.
Wang, Q. (2009). Design and evaluation of a collaborative learning environment. Computers & Education, 53(4), 1138-1146.
White, R., & Gunstone, R. (1992). Probing understanding (The Falmer Press (ed.)). Routledge.
Publicado
21/03/2021
Como Citar
GAGNO JÚNIOR, Fernando; BELTRAME, Walber Antonio Ramos.
A Collaborative Learning Proposal for Predict-Observe-Explain Model supported by Mobile Environment. In: WORKSHOP ON ADVANCED VIRTUAL ENVIRONMENTS AND EDUCATION (WAVE), 3. , 2020, Fortaleza.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2021
.
p. 40-43.
DOI: https://doi.org/10.5753/wave.2020.211404.
