Uma unidade de ensino potencialmente significativa para o estudo da água utilizando as multimídias digitais

Abstract

This study presents the construction, application and evaluation of a Potentially Significant Teaching Unit (PSTU) making use of digital multimedia in the discipline of Sciences in the study of water. The proposal of this study was based on the assumption that most students perceive learning as distant from their reality, unusable and disconnected from their everyday needs. To fill these gaps, this study is based on the theory of meaningful learning that presents a learning conception in which effective communication must be established, respecting and leading the students to imagine themselves as part of the new knowledge through links or familiar terms. In a complementary way, the information and communication technologies usage was made in the pedagogical scope as an aid to the teaching-learning process. Video production is an enriching resource that can be used in teaching and learning activities. The video, when produced by the students themselves, expands skills, materialized knowledge learned and promotes self-assessment processes. The research was carried out through a qualitative descriptive approach regarding the objectives and participants over the procedures. The proposed PSTU was organized in six moments, including varied activities. The application of the teaching unit took place from June to August 2016. Twenty-six students from elementary school II participated in this application. The institution that provided the application is a private school located in the city of Caxias do Sul / RS – Brazil. The analysis of the learning outcomes was diagnosed through logbook, during its implementation, by the materials produced by the students. The students broadened their knowledge significantly and developed skills related to the use of multimedia. The video production was perceived by the students as an innovative activity. The potentially significant teaching unit of this thesis presented important results in terms of learning, since the students who participated in the six moments showed not only a predisposition to assimilate the concepts worked, but also the ability to transfer them and to apply them, in other contexts of learning.