Metodologia Inquiry Based Science Education no 1.º e 2.º CEB com recurso a dispositivos móveis – uma revisão crítica de casos práticos

"Com este artigo pretende-se alargar o entendimento da aplicação da metodologia Inquiry Based Science Education com recurso a dispositivos móveis no 1.º e 2.º Ciclo do Ensino Básico, analisando e discutindo criticamente casos práticos da sua aplicação em contexto escolar. Decorrente da análise e do cruzamento de dados de estudos de caso e das metodologias aplicadas e principais resultados descritos, pôde-se concluir que o uso de tecnologias móveis na aplicação da metodologia Inquiry Based Science Education potencia o envolvimento do aluno nas aprendizagens, a produção de conhecimento e a análise e reflexão do percurso investigativo pelo aluno. De igual forma, foi possível aferir que, a aplicação da metodologia Inquiry Based Science Education com recurso a dispositivos móveis, potencia a aprendizagem personalizada, contínua, situada e colaborativa. Palavras-chave: Dispositivos móveis; Ensino das Ciências; Inquiry Based Science Education. Inquiry Based Science Education methodology in 1st and 2nd cycles of basic education using mobile devices - a critical review of case studies. Abstract: With this article we intend to lengthen the understanding of Inquiry Based Science Education methodology in 1st and 2nd cycles of basic education using mobile devices, analyzing and discussing practical examples of its application. From the analysis and data crossing of case studies and their methodologies and main results, we concluded that mobile technologies effective use in Inquiry Based Science Education methodology enhances student learning engagement, knowledge production and student investigative path analysis and reflection. Equally, it was possible to determine that the application of Inquiry Based Science Education methodology using mobile devices enhances personalized, seamless, situated and collaborative learning. Keywords: Inquiry Based Science Education; Mobile devices; Science Education.

Metodologia Inquiry Based Science Education no 1.º e 2.º CEB com recurso a dispositivos móveis: uma revisão crítica de casos práticos

Resumo: Com este artigo pretende-se alargar o entendimento da aplicação da metodologia Inquiry Based Science Education com recurso a dispositivos móveis no 1.º e 2.º Ciclo do Ensino Básico, analisando e discutindo criticamente casos práticos da sua aplicação em contexto escolar. Decorrente da análise e do cruzamento de dados de estudos de caso e das metodologias aplicadas e principais resultados descritos, pôde-se concluir que o uso de tecnologias móveis na aplicação da metodologia Inquiry Based Science Education potencia o envolvimento do aluno nas aprendizagens, a produção de conhecimento e a análise e reflexão do percurso investigativo pelo aluno. De igual forma, foi possível aferir que, a aplicação da metodologia Inquiry Based Science Education com recurso a dispositivos móveis, potencia a aprendizagem personalizada, contínua, situada e colaborativa.With this article we intend to lengthen the understanding of Inquiry Based Science Education methodology in 1st and 2nd cycles of basic education using mobile devices, analyzing and discussing practical examples of its application. From the analysis and data crossing of case studies and their methodologies and main results, we concluded that mobile technologies effective use in Inquiry Based Science Education methodology enhances student learning engagement, knowledge production and student investigative path analysis and reflection. Equally, it was possible to determine that the application of Inquiry Based Science Education methodology using mobile devices enhances personalized, seamless, situated and collaborative learning

Effects of Embodied Learning and Digital Platform on the Retention of Physics Content: Centripetal Force

abstract: Embodiment theory proposes that knowledge is grounded in sensorimotor systems, and that learning can be facilitated to the extent that lessons can be mapped to these systems. This study with 109 college-age participants addresses two overarching questions: (a) how are immediate and delayed learning gains affected by the degree to which a lesson is embodied, and (b) how do the affordances of three different educational platforms affect immediate and delayed learning? Six 50 min-long lessons on centripetal force were created. The first factor was the degree of embodiment with two levels: (1) low and (2) high. The second factor was platform with three levels: (1) a large scale “mixed reality” immersive environment containing both digital and hands-on components called SMALLab, (2) an interactive whiteboard system, and (3) a mouse-driven desktop computer. Pre-tests, post-tests, and 1-week follow-up (retention or delayed learning gains) tests were administered resulting in a 2 × 3 × 3 design. Two knowledge subtests were analyzed, one that relied on more declarative knowledge and one that relied on more generative knowledge, e.g., hand-drawing vectors. Regardless of condition, participants made significant immediate learning gains from pre-test to post-test. There were no significant main effects or interactions due to platform or embodiment on immediate learning. However, from post-test to follow-up the level of embodiment interacted significantly with time, such that participants in the high embodiment conditions performed better on the subtest devoted to generative knowledge questions. We posit that better retention of certain types of knowledge can be seen over time when more embodiment is present during the encoding phase. This sort of retention may not appear on more traditional factual/declarative tests. Educational technology designers should consider using more sensorimotor feedback and gestural congruency when designing and opportunities for instructor professional development need to be provided as well.View the article as published at http://journal.frontiersin.org/article/10.3389/fpsyg.2016.01819/ful