Parameterized problem solving: a strategy to stimulate collaborative learning
In this paper, we aim to explore how the use of closed and parameterized problems, in the context of General and Experimental Physics I, is received and realized by university students of Engineering participating in this discipline. As well as to investigate if the use of this type of problem has t...
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| Formato: | Artículo revista |
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Asociación de Profesores de Física de la Argentina
2017
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| Acceso en línea: | https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18451 |
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I10-R316-article-184512023-09-12T17:07:07Z Parameterized problem solving: a strategy to stimulate collaborative learning Resolução de problemas parametrizados: uma estratégia para estimular a aprendizagem colaborativa Alves, Josemar Sauerwein, Ricardo Andreas Pastorio, Dioni Paulo Problem solving Parameterized problems Physics teaching Collaborative learning. Resolução de problemas Problemas parametrizados Ensino de física Aprendizagem cola-borativa. In this paper, we aim to explore how the use of closed and parameterized problems, in the context of General and Experimental Physics I, is received and realized by university students of Engineering participating in this discipline. As well as to investigate if the use of this type of problem has the potential to foster the practice of collaborative learning among these students. This work was developed according to the research perspective called Action–Research which aims at a concrete action to solve a real problem. The data collection instrument employed was a questionnaire composed of four closed questions. Data analysis indicates that the vast majority of participants prefer to use parameterized problems because they recognize that type of problem may stimulate collaborative learning by discussing and comparing procedures of solving problem. It also indicates that this type of didactic task can stimulate the practice of collaborative learning and that this didactic strategy has the potential to be generalized to other classroom contexts. Neste trabalho, temos por objetivo explorar como o uso de problemas fechados e parametrizados, no contexto da disciplina de Física Geral e Experimental I, é recebido e percebido por estudantes universitários de cursos de Engenharia participantes dessa disciplina. Assim como investigar se o uso desse tipo de problema tem potencial para fomentar a prática de aprendizagem colaborativa (discussão acerca dos procedimentos de resolução usados) entre esses estudantes. Este trabalho foi desenvolvido segundo a concepção de pesquisa denominada de pesquisa–ação, a qual visa uma ação concreta para resolver um problema real. O instrumento de coleta de dados empregado foi um questionário composto por quatro questões de resposta direta. A análise dos dados indica que a grande maioria dos participantes prefere o uso problemas parametrizados, uma vez que reconhecem que eles estimulam a aprendizagem colaborativa por meio da discussão e comparação de procedimentos de resolução. Indica ainda que este tipo de tarefa didática pode estimular a prática de aprendizagem colaborativa e que esta estratégia tem potencial para ser generalizada para outros contextos de sala de aula. Asociación de Profesores de Física de la Argentina 2017-11-02 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion application/pdf https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18451 Journal of Physics Teaching; Vol. 29: Extra Issue: Selection of papers submitted to REF; 113-119 Revista de Enseñanza de la Física; Vol. 29: Número Extra: Selección de Trabajos Presentados a REF; 113-119 Revista de Enseñanza de la Física; v. 29: Edição extra: Seleção de artigos enviados ao REF; 113-119 2250-6101 0326-7091 por https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18451/18293 Derechos de autor 2017 Josemar Alves, Ricardo Andreas Sauerwein, Dioni Paulo Pastorio |
| institution |
Universidad Nacional de Córdoba |
| institution_str |
I-10 |
| repository_str |
R-316 |
| container_title_str |
Revista de Enseñanza de la Física |
| language |
Portugués |
| format |
Artículo revista |
| topic |
Problem solving Parameterized problems Physics teaching Collaborative learning. Resolução de problemas Problemas parametrizados Ensino de física Aprendizagem cola-borativa. |
| spellingShingle |
Problem solving Parameterized problems Physics teaching Collaborative learning. Resolução de problemas Problemas parametrizados Ensino de física Aprendizagem cola-borativa. Alves, Josemar Sauerwein, Ricardo Andreas Pastorio, Dioni Paulo Parameterized problem solving: a strategy to stimulate collaborative learning |
| topic_facet |
Problem solving Parameterized problems Physics teaching Collaborative learning. Resolução de problemas Problemas parametrizados Ensino de física Aprendizagem cola-borativa. |
| author |
Alves, Josemar Sauerwein, Ricardo Andreas Pastorio, Dioni Paulo |
| author_facet |
Alves, Josemar Sauerwein, Ricardo Andreas Pastorio, Dioni Paulo |
| author_sort |
Alves, Josemar |
| title |
Parameterized problem solving: a strategy to stimulate collaborative learning |
| title_short |
Parameterized problem solving: a strategy to stimulate collaborative learning |
| title_full |
Parameterized problem solving: a strategy to stimulate collaborative learning |
| title_fullStr |
Parameterized problem solving: a strategy to stimulate collaborative learning |
| title_full_unstemmed |
Parameterized problem solving: a strategy to stimulate collaborative learning |
| title_sort |
parameterized problem solving: a strategy to stimulate collaborative learning |
| description |
In this paper, we aim to explore how the use of closed and parameterized problems, in the context of General and Experimental Physics I, is received and realized by university students of Engineering participating in this discipline. As well as to investigate if the use of this type of problem has the potential to foster the practice of collaborative learning among these students. This work was developed according to the research perspective called Action–Research which aims at a concrete action to solve a real problem. The data collection instrument employed was a questionnaire composed of four closed questions. Data analysis indicates that the vast majority of participants prefer to use parameterized problems because they recognize that type of problem may stimulate collaborative learning by discussing and comparing procedures of solving problem. It also indicates that this type of didactic task can stimulate the practice of collaborative learning and that this didactic strategy has the potential to be generalized to other classroom contexts. |
| publisher |
Asociación de Profesores de Física de la Argentina |
| publishDate |
2017 |
| url |
https://revistas.unc.edu.ar/index.php/revistaEF/article/view/18451 |
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