Uso de tecnologias na prática pedagógica e sua influência na criatividade, clima de sala de aula e motivação para aprender

Dissertação (mestrado)—Universidade de Brasília, Programa de Pós-graduação em Processos de Desenvolvimento Humano e Saúde, 2014.Criatividade, motivação para aprender e uso de recursos tecnológicos na prática pedagógica são temas que têm despertado o interesse de pesquisadores, educadores e psicólogos escolares. Embora se observe uma crescente incorporação de tecnologias da informação e comunicação (TIC) na educação, no Brasil, as investigações sobre esses fenômenos, de modo geral, têm sido realizadas em contextos nos quais são utilizados recursos pedagógicos tradicionais, desconsiderando as possíveis influências das novas tecnologias. Nesse sentido, este estudo teve como objetivo comparar alunos e alunas de escolas em que são utilizadas TIC nas práticas pedagógicas e os de instituições de ensino que não fazem uso desses recursos no que se refere à criatividade, à percepção do clima de sala de aula para criatividade e à motivação para aprender, além de analisar possíveis relações entre as três variáveis. Participaram da pesquisa 76 estudantes do 5º ano do ensino fundamental, de instituições particulares de ensino do Distrito Federal, sendo 39 (51,3%) do gênero masculino e 37 (48,7%) do feminino. Quarenta e sete alunos (61,8%) estudavam em uma escola cujos professores utilizam TIC em suas práticas e 29 estudantes (38,2%) eram provenientes de duas instituições em que não são utilizados recursos tecnológicos com essa finalidade. A média de idade dos participantes era de 9,96 anos, variando entre 9 e 12 anos. Foram aplicados nos alunos três instrumentos: (a) Testes Torrance de Pensamento Criativo, (b) Escala sobre o Clima para Criatividade em Sala de Aula, e (c) Escala de Avaliação da Motivação para Aprender de Alunos do Ensino Fundamental. Os dados foram analisados por meio de análise de variância univariada (ANOVA) e Correlação de Pearson. Em relação aos testes de pensamento criativo, as meninas obtiveram médias significativamente superiores, em comparação aos meninos, nos índices de Criatividade Figural e viii Criatividade Geral. Os alunos da escola com uso de TIC registraram média significativamente mais alta em Criatividade Figural, quando comparados aos demais estudantes. Observou-se também uma interação significativa entre gênero e tipo de escola: alunos do gênero masculino que estudavam na escola com uso de TIC e alunas das instituições sem uso de TIC apresentaram os melhores resultados em Criatividade. Quanto à percepção do clima de sala de aula, Autopercepção do Aluno com Relação à Criatividade e Interesse do Aluno pela Aprendizagem foram os fatores melhor avaliados, ao passo que Autonomia do Aluno recebeu avaliação menos positiva. As análises não indicaram diferenças entre gêneros. Por outro lado, os alunos das escolas sem uso de TIC apresentaram uma percepção significativamente mais positiva acerca de seu Interesse pela Aprendizagem. Os resultados apontaram, ainda, médias significativamente mais elevadas em motivação extrínseca entre os meninos, em comparação às meninas, e entre estudantes da escola com uso de TIC, quando comparados aos alunos das instituições sem uso de TIC. Ademais, verificou-se uma correlação positiva significativa entre motivação intrínseca e todos os fatores da escala de percepção do clima de sala de aula para criatividade, além de uma correlação negativa significativa entre motivação extrínseca e três fatores da escala. _______________________________________________________________________________________ ABSTRACTCreativity, motivation to learn and use of technological resources in pedagogical practices are themes that have caught increasing interest from researchers, educators and school psychologists. In Brazil, in spite of growing incorporation of information and communication technologies (ICT) in education, research about these phenomena have been carried out mostly in contexts in which only traditional teaching resources are used, disregarding the possible influences of the new technologies. Thus, the present study aimed to compare students, boys and girls, from schools that use and schools that do not use ICT on their pedagogical practices regarding student’s creativity, perception of classroom climate for creativity and motivation to learn. Possible relationships between these three variables were also analyzed. A total of 76 fifth grade-students of private elementary schools from Distrito Federal have participated in the present study. From those, 39 (51.3%) were male and 37 (48.7%) were female. Forty-seven students (61.8%) frequented a school whose teachers use ICT in their practices and 29 students (38.2%) were from two institutions where technological resources are not used. The average age of the participants was 9.96, varying between 9 and 12 years. Three instruments were administered to the students: (a) Torrance Tests of Creative Thinking, (b) Classroom Climate for Creativity Scale, and (c) Scale for Evaluation of Motivation to Learn for Elementary School Students. Data were analyzed through univariate analysis of variance (ANOVA) and Pearson’s correlation. Regarding creative thinking, girls had significantly higher means as compared to boys, and this was true for both, Figural Creativity and General Creativity. Furthermore, students from school that use ICT showed significantly higher mean in Figural Creativity, when compared to those from institutions that do not use ICT. There was also a significant interaction between x gender and type of school: male students from schools that use ICT and female students from institutions that do not use ICT showed the best results regarding Creativity. As for the perception of classroom climate, Student’s Self-perception with respect to Creativity and Student’s Interest for Learning were the best evaluated factors, whereas Student’s Autonomy received less positive marks. The analyses do not indicate differences among genders. On the other hand, the pupils from schools that do not use ICT presented a significantly more positive perception about their Interest for Learning. The results also revealed significantly higher means for extrinsic motivation among boys, as compared to girls, and among students from school that use ICT, when compared to students from institutions that do not use ICT. Furthermore, there was a significant positive correlation between intrinsic motivation and all factors from Classroom Climate for Creativity Scale, but a significant negative correlation between extrinsic motivation and three factors from that scale

Uso da Tecnologia na Prática Pedagógica: Influência na Criatividade e Motivação de Alunos do Ensino Fundamental

This study compared students from schools that use and that do not use information and communicationtechnologies on their teaching practices. Seventy-six 5th grade-students participated in the study and answered three instruments on creativity, classroom creativity climate, and motivation to learn. The results indicated higher means in figural creativity and extrinsic motivation among students whose teachers use technology. The students from the schools that do not use technology reported more interest for learning. This study contributed to demystify the idea that the use of technology in teaching practice is an essential condition for the development of student’s creativity and motivation.Este estudo comparou alunos de escolas que usam tecnologias de informação e comunicação nas práticaspedagógicas e de instituições que não fazem uso desses recursos. Participaram 76 alunos do 5º ano do ensino fundamental, os quais responderam a três instrumentos sobre criatividade, clima de sala de aula para criatividade e motivação para aprender. Os resultados indicaram médias mais altas em criatividade figural e motivação extrínseca entre alunos cujos professores utilizavam tecnologia. Os alunos das escolas sem uso da tecnologia relataram maior interesse pela aprendizagem. Este estudo contribuiu para desmistificar a ideia de que a utilização de tecnologias na prática docente é uma condição essencial para o desenvolvimento da criatividade e da motivação do alun

Use of technology in teaching practice : influence on elementary school students’ creativity and motivation

Este estudo comparou alunos de escolas que usam tecnologias de informação e comunicação nas práticas pedagógicas e de instituições que não fazem uso desses recursos. Participaram 76 alunos do 5º ano do ensino fundamental, os quais responderam a três instrumentos sobre criatividade, clima de sala de aula para criatividade e motivação para aprender. Os resultados indicaram médias mais altas em criatividade figural e motivação extrínseca entre alunos cujos professores utilizavam tecnologia. Os alunos das escolas sem uso da tecnologia relataram maior interesse pela aprendizagem. Este estudo contribuiu para desmistificar a ideia de que a utilização de tecnologias na prática docente é uma condição essencial para o desenvolvimento da criatividade e da motivação do aluno.This study compared students from schools that use and that do not use information and communication technologies on their teaching practices. Seventy-six 5th grade-students participated in the study and answered three instruments on creativity, classroom creativity climate, and motivation to learn. The results indicated higher means in figural creativity and extrinsic motivation among students whose teachers use technology. The students from the schools that do not use technology reported more interest for learning. This study contributed to demystify the idea that the use of technology in teaching practice is an essential condition for the development of student’s creativity and motivation

Creativity in elementary school : inhibiting and facilitating factors according to school principals

Este estudo investigou a percepção de gestores de instituições de ensino fundamental sobre fatores que dificultam o professor promover o desenvolvimento da criatividade discente e procedimentos que poderiam utilizar para apoiar o professor na promoção da criatividade em sala de aula. Participaram 118 gestores de escolas públicas e particulares, os quais responderam a uma checklist de barreiras à criatividade em sala de aula e quatro questões abertas. Fatores inibidores mais apontados foram: desconhecimento pelo professor de práticas pedagógicas que poderiam ser utilizadas para propiciar o desenvolvimento da criatividade dos alunos e falta de entusiasmo pela atividade docente. Orientação, apoio e incentivo ao docente foi o procedimento mais apontado pelos gestores para auxiliar o professor a desenvolver a criatividade de seus alunos.This study investigated the perception of school principals regarding factors that hamper teachers to promote the development of student’s creativity and strategies that the school principal could use to support teachers in the promotion of creativity in the classroom. The participants were 118 school principals from public and private schools, who completed a checklist of obstacles to creativity in the classroom and four open questions. The most frequent obstacles pointed out were teachers’ lack of knowledge of pedagogical practices to favor the development of students’ creativity and teacher's lack of enthusiasm. Guidance, support and incentive to teachers were the most frequently pointed out procedures to assist the teacher in fostering the creativity of their students

Criatividade no Ensino Fundamental:: Fatores Inibidores e Facilitadores segundo Gestores Educacionais

This study investigated the perception of school principals regarding factors that hamper teachers to promotethe development of student’s creativity and strategies that the school principal could use to support teachers in the promotionof creativity in the classroom. The participants were 118 school principals from public and private schools, who completeda checklist of obstacles to creativity in the classroom and four open questions. The most frequent obstacles pointed out wereteachers’ lack of knowledge of pedagogical practices to favor the development of students’ creativity and teacher’s lack ofenthusiasm. Guidance, support and incentive to teachers were the most frequently pointed out procedures to assist the teacherin fostering the creativity of their students.Este estudo investigou a percepção de gestores de instituições de ensino fundamental sobre fatores que dificultam ao professor promover o desenvolvimento da criatividade discente e procedimentos que o gestor poderia utilizar para apoiar o professor na promoção da criatividade em sala de aula. Participaram 118 gestores de escolas públicas e particulares, os quais responderam a uma checklist de barreiras à criatividade em sala de aula e quatro questões abertas. Os fatores inibidores mais apontados foram: desconhecimento pelo professor de práticas pedagógicas que poderiam ser utilizadas para propiciar o desenvolvimento da criatividade dos alunos e falta de entusiasmo pela atividade docente. Orientação, apoio e incentivo ao docente foi o procedimento mais apontado pelos participantes para auxiliar o professor

Creatividad en la aula : factores inhibidores y facilitadores segundo coordinadores pedagógicos

Este estudo investigou, em uma amostra de 66 coordenadores pedagógicos de instituições de ensino fundamental, fatores que dificultam o professor a estimular o desenvolvimento da criatividade discente e procedimentos que o coordenador poderia utilizar para apoiar o docente na promoção da criatividade em sala de aula. Os participantes responderam um questionário composto por uma checklist de barreiras à criatividade em sala de aula e quatro questões abertas. Desconhecimento pelo professor de práticas pedagógicas para favorecer o desenvolvimento da criatividade discente e de textos a esse respeito, além de insegurança para testar novas práticas pedagógicas foram os fatores inibidores mais sinalizados. Oferecer cursos para professores, além de orientação, apoio e incentivo aos docentes foram os procedimentos mais apontados pelos coordenadores para auxiliar o professor a encorajar a criatividade em sala de aula.This study investigated, in a sample of 66 elementary school pedagogical coordinators, factors that hamper teachers to stimulate the development of student creativity and strategies to be used by the coordinator to support teachers in promoting creativity in the classroom. Participants completed a questionnaire consisting of a checklist of obstacles to creativity in the classroom and four open questions. The most indicated inhibitory factors included the lack of knowledge by the teachers of pedagogical practices that favor the development of students’ creativity and of texts in this respect, as well as insecurity to test new pedagogical practices. Providing courses, guidance, support and incentive for teachers were the procedures most frequently pointed out by coordinators to assist the teacher in encouraging creativity in the classroom.Este estudio investigó, en una muestra de 66 coordinadores pedagógicos de instituciones de Enseñanza Primaria, factores que dificultan al maestro la estimulación del desarrollo de la creatividad del estudiante y también procedimientos que el coordinador podría utilizar para apoyar al profesor para promover la creatividad en clase. Los participantes respondieron un cuestionario compuesto por una lista de barreras a la creatividad en clase y cuatro preguntas abiertas. Desconocimiento por el profesor de prácticas pedagógicas para favorecer el desarrollo de la creatividad y de textos en este sentido, además de inseguridad para experimentar nuevas prácticas pedagógicas fueron los factores inhibidores más marcantes. Ofrecer cursos para maestros, así como orientación, apoyo e incentivo fueron los procedimientos más señalados por los coordinadores para auxiliar al profesor a fomentar la creatividad en clase

Individually tailored dosage regimen of full-spectrum Cannabis extracts for autistic core and comorbid symptoms: a real-life report of multi-symptomatic benefits

Autism Spectrum Disorders (ASD) may significantly impact the well-being of patients and their families. The therapeutic use of cannabis for ASD has gained interest due to its promising results and low side effects, but a consensus on treatment guidelines is lacking. In this study, we conducted a retrospective analysis of 20 patients with autistic symptoms who were treated with full-spectrum cannabis extracts (FCEs) in a response-based, individually-tailored dosage regimen. The daily dosage and relative proportions of cannabidiol (CBD) and tetrahydrocannabinol (THC) were adjusted based on treatment results following periodic clinical evaluation. Most patients (80%) were treated for a minimum of 6 months. We have used a novel, detailed online patient- or caregiver-reported outcome survey that inquired about core and comorbid symptoms, and quality of life. We also reviewed patients’ clinical files, and no individual condition within the autistic spectrum was excluded. This real-life approach enabled us to gain a clearer appraisal of the ample scope of benefits that FCEs can provide for ASD patients and their families. Eighteen patients started with a CBD-rich FCE titrating protocol, and in three of them, the CBD-rich (CBD-dominant) FCE was gradually complemented with low doses of a THC-rich (THC-dominant) FCE based on observed effects. Two other patients have used throughout treatment a blend of two FCEs, one CBD-rich and the other THC-rich. The outcomes were mainly positive for most symptoms, and only one patient from each of the two above-mentioned situations displayed important side effects one who has used only CBD-rich FCE throughout the treatment, and another who has used a blend of CBD-Rich and THC-rich FCEs. Therefore, after FCE treatment, 18 out of 20 patients showed improvement in most core and comorbid symptoms of autism, and in quality of life for patients and their families. For them, side effects were mild and infrequent. Additionally, we show, for the first time, that allotriophagy (Pica) can be treated by FCEs. Other medications were reduced or completely discontinued in most cases. Based on our findings, we propose guidelines for individually tailored dosage regimens that may be adapted to locally available qualified FCEs and guide further clinical trials

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear un derstanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5–7 vast areas of the tropics remain understudied.8–11 In the American tropics, Amazonia stands out as the world’s most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepre sented in biodiversity databases.13–15 To worsen this situation, human-induced modifications16,17 may elim inate pieces of the Amazon’s biodiversity puzzle before we can use them to understand how ecological com munities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple or ganism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region’s vulnerability to environmental change. 15%–18% of the most ne glected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lostinfo:eu-repo/semantics/publishedVersio

Pervasive gaps in Amazonian ecological research

Biodiversity loss is one of the main challenges of our time,1,2 and attempts to address it require a clear understanding of how ecological communities respond to environmental change across time and space.3,4 While the increasing availability of global databases on ecological communities has advanced our knowledge of biodiversity sensitivity to environmental changes,5,6,7 vast areas of the tropics remain understudied.8,9,10,11 In the American tropics, Amazonia stands out as the world's most diverse rainforest and the primary source of Neotropical biodiversity,12 but it remains among the least known forests in America and is often underrepresented in biodiversity databases.13,14,15 To worsen this situation, human-induced modifications16,17 may eliminate pieces of the Amazon's biodiversity puzzle before we can use them to understand how ecological communities are responding. To increase generalization and applicability of biodiversity knowledge,18,19 it is thus crucial to reduce biases in ecological research, particularly in regions projected to face the most pronounced environmental changes. We integrate ecological community metadata of 7,694 sampling sites for multiple organism groups in a machine learning model framework to map the research probability across the Brazilian Amazonia, while identifying the region's vulnerability to environmental change. 15%–18% of the most neglected areas in ecological research are expected to experience severe climate or land use changes by 2050. This means that unless we take immediate action, we will not be able to establish their current status, much less monitor how it is changing and what is being lost