O computador na Educação em Ciências: breve revisão crítica acerca de algumas formas de utilização

Giordan, Marcelo

doi:10.1590/S1516-73132005000200010

Resumos

O objetivo deste artigo é discutir algumas das principais questões atuais de pesquisa sobre a presença do computador nas aulas de Ciências. Para apresentar o estado da arte da pesquisa, recuperam- se as primeiras experiências de utilização do computador e também apresentam-se outras experiências de uso da internet, bem como de atividades desenvolvidas diante do computador. Paralelamente às formas de utilização do computador, são discutidas algumas questões de pesquisa desdobradas das doutrinas de pensamento que alimentam os programas de pesquisa em Educação em Ciências, enfatizando alguns conceitos da teoria da ação mediada.

computador; Educação em Ciências; sala de aula; Teoria da Ação Mediada

In this article, we discuss some of the main current research questions on the presence of the computer in Science lessons. The state of the research in this field is reported, through recalling the first experiences on the use of computers and also through presenting other experiences of using the internet, as well as some experiences of activities at the computer. While the uses of computers in science lessons are reported, some research questions from Science Education are also described, with an emphasis on concepts of the mediated action theory.

computer; Science Education; classroom; Mediated Action Theory

O computador na Educação em Ciências: breve revisão crítica acerca de algumas formas de utilização¹ 1 Versão modificada da conferência plenária, proferida no IV Encontro Nacional de Pesquisa em Educação em Ciências. Bauru, 2003.

The computer in Science Education: a brief critical review

Marcelo Giordan

Faculdade de Educação, Universidade de São Paulo. Av. da Universidade, 308. Cep: 05508-900, São Paulo, SP, Brasil. E-mail: giordan@fe.usp.br

RESUMO

O objetivo deste artigo é discutir algumas das principais questões atuais de pesquisa sobre a presença do computador nas aulas de Ciências. Para apresentar o estado da arte da pesquisa, recuperam- se as primeiras experiências de utilização do computador e também apresentam-se outras experiências de uso da internet, bem como de atividades desenvolvidas diante do computador. Paralelamente às formas de utilização do computador, são discutidas algumas questões de pesquisa desdobradas das doutrinas de pensamento que alimentam os programas de pesquisa em Educação em Ciências, enfatizando alguns conceitos da teoria da ação mediada.

Unitermos: computador, Educação em Ciências, sala de aula, Teoria da Ação Mediada.

ABSTRACT

In this article, we discuss some of the main current research questions on the presence of the computer in Science lessons. The state of the research in this field is reported, through recalling the first experiences on the use of computers and also through presenting other experiences of using the internet, as well as some experiences of activities at the computer. While the uses of computers in science lessons are reported, some research questions from Science Education are also described, with an emphasis on concepts of the mediated action theory.

Keywords: computer, Science Education, classroom, Mediated Action Theory.

Texto completo disponível apenas em PDF.

Full text available only in PDF format.

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Artigo recebido em abril de 2004 e selecionado para publicação em outubro de 2005.

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1

Versão modificada da conferência plenária, proferida no IV Encontro Nacional de Pesquisa em Educação em Ciências. Bauru, 2003.

Datas de Publicação

Publicação nesta coleção
26 Maio 2009
Data do Fascículo
Ago 2005

Histórico

Aceito
Out 2005
Recebido
Abr 2004

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

[1] BAKHTIN, M. M. The dialogic imagination: four essays. Austin: University of Texas Press, 1981.

[2] BARNES, D.; TODD, F. Communication and learning revisited: making meaning through talk. Portsmouth: Boynton/Cook, 1995.

[3] BARON, N. S. Letters by phone or speech by other means: the linguistics of e-mail. Language and Communication, Oxford, v. 18, p. 133-170, 1998.

[4] BELL, P.; LIN, M. Scientific arguments as learning artifacts: designing for learning from the web with KIE. International Journal of Science Education, London, v. 22, p. 797-817, 2000.

[5] BRASIL. Ministério da Educação. Secretaria de Educação a Distância. Programa nacional de informática na educação. Brasília, DF, 1999. Disponível em: <http://www.proinfo.gov.br>. Acesso em: 19.nov.2003.

[6] BRETON, P. História da informática. São Paulo: Editora Unesp, 1991.

[7] BURKE, K. A grammar of motives. Berkeley: University of California Press, 1969.

[8] ______. The philosophy of literary form. 3 ed. Berkeley: University of California Press, 1973.

[9] CANDELA, A. Students' power in classroom discourse. Linguistics and Education, v. 10, n. 2, p. 139-163, 1999.

[10] CAPECCHI, M. C. V. M.; CARVALHO, A. M. P. Argumentação em uma aula de conhecimento físico com crianças na faixa de oito a dez anos. Investigações em Ensino de Ciências, Porto Alegre, v. 5, n. 3, dez. 2000. Disponível em: <http://www.if.ufrgs.br/public/ensino/revista.htm>. Acesso em: 23.mar.2006

[11] CAZDEN, C. B. The language of teaching and learning. Portsmouth: Heinemann, 2001.

[12] CLEMENTS, D. H. Research in Logo in education: is the turtle slow but steady or not even in the race? Computers in the Schools, v. 2, n. 2-3, p. 55-71, 1985.

[13] COHEN, K. C. Internet links for science education: student-scientist partnerships. New York: Plenum, 1997.

[14] CONFERÊNCIA DE PESQUISA SOCIOCULTURAL, 3, 2000, Campinas. Anais... Campinas: [s.n.], 2000.

[15] COPOLO, C. F.; HOUNSHELL, P. B. Using three-dimensional models to teach molecular structures in high school chemistry. Journal of Science Education and Technology, v. 4, n. 4, p. 295-305, 1995.

[16] CRONJÉ, J. C. Metaphors and models in internet-based learning. Computers and Education, New York, v. 37, p. 241-256, 2001.

[17] CROOK, C. Young children's skill in using a mouse to control a graphical computer interface. Computers and Education, New York, v. 19, p. 199-207, 1992.

[18] ______. Computers and the collaborative experience of learning. London: Routledge, 1994.

[19] CUBAN, L. Teachers and machines. New York: Teachers College Press, 1986.

[20] DAWES, L. First connections: teachers and the National Grid for Learning. Computers and Education, New York, v. 33, p. 235-252, 1999.

[21] DRENOYIANNI, H.; SELWOOD, I. D. Conceptions or misconceptions? Primary teachers' perceptions and uses of computers in the education. Education and Information Technologies, New York, v. 3, n. 2, p. 87-99, 1998.

[22] EDWARDS, A. D.; WESTGATE, D. P. G. Investigating classroom talk. London: Falmer, 1994.

[23] EDWARDS, D.; MERCER, N. Common knowledge: the development of understanding in the classroom. London: Routledge, 1987.

[24] ENCONTRO INTERNACIONAL LINGUAGEM, CULTURA E COGNIÇÃO, 2, 2003, Belo Horizonte. Anais... Belo Horizonte: [s.n.], 2003.

[25] FISCHER, E. Educationally important types of children's talk. In: WEGERIF, R.; SCRIMSHAW, P. (Ed.). Computers and talk in primary classroom. London: Multilingual Matters, 1997.

[26] GABEL, D. L.; BUNCE, D. M. Improving chemistry achievement through emphasis on the particulate nature of matter. In: ANNUAL NARST CONFERENCE, 64, 1991, Lake Geneva. Proceedings.. Lake Geneva: [s.n.], 1991.

[27] GARNER, R.; GILLINGHAM, M. G. Internet communication in six classroom: converstations across time, space, and culture. Mahwah: Lawrence Erlbaum, 1996.

[28] GIORDAN, M. Correio e bate-papo: a oralidade e a escrita ontem e hoje. Química Nova na Escola, São Paulo, n. 8, p. 17-19, 1998.

[29] ______. O papel da experimentação no ensino de ciências. Química Nova na Escola, São Paulo, n. 10, p. 43-49, 1999.

[30] ______. O programa brasileiro para a sociedade da informação e suas bases educacionais. Jornal da USP, São Paulo, n. 506, p.8, 2000.

[31] ______. The role of IRF exchanges in the discursive dynamics of e-mail tutored interactions. International Journal of Educational Research, Oxford, v. 39, p. 817-827, 2003.

[32] ______. Tutoring through the internet: how students and teachers interact to construct meaning. International Journal of Science Education, London, v. 26, n. 15, p. 1875-1894, 2004.

[33] ______. A Internet vai à escola: domínio e apropriação de ferramentas culturais. Educação e Pesquisa, São Paulo, v. 31, n. 1, p. 57-78, 2005.

[34] GIORDAN, M.; GÓIS, J. Telemática educacional e ensino de química: considerações em torno do desenvolvimento de um construtor de objetos moleculares. Revista Latinoamericana de Tecnología Educativa, Badajoz, v. 3, n. 2, p. 41-59, 2005.

[35] GIORDAN, M.; MELLO, I. C. Tutoring through telematics in teaching and learning chemistry. In: EUROPEAN CONFERENCE ON RESEARCH IN CHEMICAL EDUCATION, 6., 2001, Aveiro. [Trabalho apresentado]. Aveiro: [s.n.], 2001.

[36] GREDLER, M. E. Educational games and simulations: a technoloy in search of a (research) paradigm. In: JONASSEN, D. H. (Ed.). Handbook of research for educational communications and technology New York: Macmillan, 1996. p. 521-540.

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