Active learning in basic education: an experience report on remote teaching
The uneasiness with the way that basic education seems to be tied to a traditional teaching routine, in which teachers work as transmitters of knowledge and students are passive and submissive in the learning process, motivated the research that originated this article. It aims to report the experie...
| Main Authors: | , , |
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| Format: | Article |
| Language: | Portuguese |
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Universidade Tecnológica Federal do Paraná
2022-04-01
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| Series: | Revista Brasileira de Ensino de Ciência e Tecnologia |
| Subjects: | |
| Online Access: | https://periodicos.utfpr.edu.br/rbect/article/view/14875 |
| _version_ | 1797984575773736960 |
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| author | Marina Jacinto da Silva Oliveira Isabel Pauline Lima de Brito Maria Auxiliadora Soares Padilha |
| author_facet | Marina Jacinto da Silva Oliveira Isabel Pauline Lima de Brito Maria Auxiliadora Soares Padilha |
| author_sort | Marina Jacinto da Silva Oliveira |
| collection | DOAJ |
| description | The uneasiness with the way that basic education seems to be tied to a traditional teaching routine, in which teachers work as transmitters of knowledge and students are passive and submissive in the learning process, motivated the research that originated this article. It aims to report the experience of using active learning in a online course for multipliers of Basic Education, during the beginning of remote teaching, in the Recife municipal school system. In this research, we had thirty participants who are in a course developed on the Google Classroom platform with the theme of Active learning methodologies, with a total of 42 hours of dedication. This article is characterized as a qualitative, descriptive study, of the experience report type. As main results, we found that most participants claim to have knowledge of the term active learning methodologies, most of them do not know the types of active methodologies existent, or even confuse the term active approach with teaching or research methodology or even with applications, tools and technologies used in the classes. The results found reinforce the importance of promoting training for teachers of various education networks, so that equity in the various levels of education can be a reality. |
| first_indexed | 2024-04-11T07:04:48Z |
| format | Article |
| id | doaj.art-bafcf066ada042b98e0843ef9f76a370 |
| institution | Directory Open Access Journal |
| issn | 1982-873X |
| language | Portuguese |
| last_indexed | 2024-04-11T07:04:48Z |
| publishDate | 2022-04-01 |
| publisher | Universidade Tecnológica Federal do Paraná |
| record_format | Article |
| series | Revista Brasileira de Ensino de Ciência e Tecnologia |
| spelling | doaj.art-bafcf066ada042b98e0843ef9f76a3702022-12-22T04:38:26ZporUniversidade Tecnológica Federal do ParanáRevista Brasileira de Ensino de Ciência e Tecnologia1982-873X2022-04-0115110.3895/rbect.v15n1.148756601Active learning in basic education: an experience report on remote teachingMarina Jacinto da Silva Oliveira0Isabel Pauline Lima de Brito1Maria Auxiliadora Soares Padilha2Instituto Federal de Pernambuco, Belo Jardim, Pernambuco.Instituto Federal de Pernambuco, Recife, Pernambuco.Universidade Federal de Pernambuco, Recife, Pernambuco.The uneasiness with the way that basic education seems to be tied to a traditional teaching routine, in which teachers work as transmitters of knowledge and students are passive and submissive in the learning process, motivated the research that originated this article. It aims to report the experience of using active learning in a online course for multipliers of Basic Education, during the beginning of remote teaching, in the Recife municipal school system. In this research, we had thirty participants who are in a course developed on the Google Classroom platform with the theme of Active learning methodologies, with a total of 42 hours of dedication. This article is characterized as a qualitative, descriptive study, of the experience report type. As main results, we found that most participants claim to have knowledge of the term active learning methodologies, most of them do not know the types of active methodologies existent, or even confuse the term active approach with teaching or research methodology or even with applications, tools and technologies used in the classes. The results found reinforce the importance of promoting training for teachers of various education networks, so that equity in the various levels of education can be a reality.https://periodicos.utfpr.edu.br/rbect/article/view/14875aprendizagem ativametodologias ativaseducação básica |
| spellingShingle | Marina Jacinto da Silva Oliveira Isabel Pauline Lima de Brito Maria Auxiliadora Soares Padilha Active learning in basic education: an experience report on remote teaching Revista Brasileira de Ensino de Ciência e Tecnologia aprendizagem ativa metodologias ativas educação básica |
| title | Active learning in basic education: an experience report on remote teaching |
| title_full | Active learning in basic education: an experience report on remote teaching |
| title_fullStr | Active learning in basic education: an experience report on remote teaching |
| title_full_unstemmed | Active learning in basic education: an experience report on remote teaching |
| title_short | Active learning in basic education: an experience report on remote teaching |
| title_sort | active learning in basic education an experience report on remote teaching |
| topic | aprendizagem ativa metodologias ativas educação básica |
| url | https://periodicos.utfpr.edu.br/rbect/article/view/14875 |
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