The objective of the work was to use the Plickers tool in teaching Science and promote an evaluative analysis of learning. The study involved 32 postgraduate students from the Educational Technologies for Teaching Practice in Basic Education course, divided into four teams. Students participated in theoretical and practical classes on the importance of water, with activities using Plickers to assess their understanding of the concepts. Five questions were created and answered by the teams, using the answer cards generated by the tool. The teams' responses were categorized taking into account adherence to the concepts and level of participation. The teams' performance was satisfactory, as there was an overall average of 90% correct answers for the five questions applied. Plickers is an efficient assessment tool and provided immediate feedback to educators, promoted active student participation and encouraged critical thinking.
DOI:
https://doi.org/10.47149/pemo.v6.e11878Keywords:
Learning, Understanding, Active participation, Critical thinkingAbstract
The objective of the work was to use the Plickers tool in teaching Science and promote an evaluative analysis of learning. The study involved 32 postgraduate students from the Educational Technologies for Teaching Practice in Basic Education course, divided into four teams. Students participated in theoretical and practical classes on the importance of water, with activities using Plickers to assess their understanding of the concepts. Five questions were created and answered by the teams, using the answer cards generated by the tool. The teams' responses were categorized taking into account adherence to the concepts and level of participation. The teams' performance was satisfactory, as there was an overall average of 90% correct answers for the five questions applied. Plickers is an efficient assessment tool and provided immediate feedback to educators, promoted active student participation and encouraged critical thinking.
Downloads
References
AMRI, S.; OUZIZI, L.; JILAL, A. O uso de Plickers para melhorar a aprendizagem do aluno no ensino de ciências. Journal of Physics: Conference Series, v. 1808, n. 1, p. 012086, 2021.
ALLDAY, S. Ensinando os Estados da Matéria com Demonstrações Simples. Teachwire, 2019. Disponível em: https://www.teachwire.net/news/teaching-the-states-of-matter-with-simple-demonstrations. Acesso em: 06 maio 2023.
BLOOM, B. S.; MADAUS, G. F.; HASTINGS, T. Handbook on Formative and Summative Evaluation of Student Learning. New York: McGraw Hill, 1971.
CHEN, C. Y. et al. Incorporando a educação hídrica ao currículo para cultivar a consciência dos cidadãos sobre a conservação da água. Água, v. 12, n. 11, p. 2948, 2020.
DOE, J. A importância da água no corpo. Healthline, 2022. Disponível em: https://www.healthline.com/health/importance-of-water-in-the-body. Acesso em: 06 maio 2023.
FERDIG, R. E.; KENNEDY, K. Manual de pesquisa sobre práticas e métodos emergentes para ensino K-12 online e misto. IG Global, 2016.
JOHNSON, J. Os Três Estados da Matéria: Sólido, Líquido e Gás. Science Trends, 2021. Disponível em: https://sciencetrends.com/the-three-states-of-matter-solid-liquid-and-gas/. Acesso em: 06 maio 2023.
LACHAPPELLE, P.; Reid, N.; Arseneault, D. Plickers and Peer Instruction: A low-tech student engagement tool for the flipped classroom. Innovative Higher Education, v. 42, n. 3, p. 249-260, 2017.
MILLER, C. L.; GREENE, B. A.; LEE, C. Integração de tecnologia na educação científica K-12: Uma revisão sistemática de Plickers. Jornal Internacional de Pesquisa Educacional, v. 100, p. 101538, 2020.
ORGANIZAÇÃO DAS NAÇÕES UNIDAS (ONU). Relatório Mundial das Nações Unidas sobre Desenvolvimento dos Recursos Hídricos 2019: Deixando ninguém para trás. 2019. Disponível em: http://www.unwater.org/publications/world-water-development-report-2019/. Acesso em: 05 maio 2023.
RODRIGUES, A. A importância da aprendizagem sobre a composição do corpo humano em água. Revista Brasileira de Educação em Ciências, v. 42, n. 2, p. 187-202, 2019.
RODRIGUES, D. O Papel da Água no Corpo Humano. Verywell Fit, 2019. Disponível em: https://www.verywellfit.com/water-as-a-nutrient-2506745. Acesso em: 06 maio 2023.
SÁNCHEZ-MENA, A.; SÁEZ-LÓPEZ, J. M. The use of Plickers as an interactive learning tool in higher education. Interactive Learning Environments, v. 26, n. 2, 226-234, 2018.
SANTOS, B. Estimulando a curiosidade científica por meio do estudo da água no corpo humano. Cadernos de Pesquisa em Educação, v. 36, n. 1, p. 120-135, 2020.
SANTOS, L. Desafios do ensino da água como recurso natural em regiões com escassez hídrica. Revista de Educação Ambiental, v. 20, n. 1, p. 56-69, 2018.
SANTOS, P.; MARQUES, F. A importância da água para a vida. International Journal of Development Research, v. 9, n. 7, p. 28854-28857, 2019.
SHAHID, S.; JAFRI, S. F. A. O efeito de Plickers na participação do aluno e discussões significativas nas aulas de ciências. Jornal de Educação e Prática, v. 13, n. 4, p. 70-79, 2022.
SILVA, M. A importância de atividades práticas no ensino da água como recurso natural. Revista Brasileira de Ensino de Ciências, v. 44, n. 3, e20190123, 2021.
SMITH, J. Promovendo o pensamento crítico por meio do aprendizado sobre a formação de nuvens. Jornal Internacional de Educação em Ciências, v. 32, n. 4, p. 520-535, 2020.
UNESCO. Água. 2021. Disponível em: https://pt.unesco.org/themes/agua. Acesso em: 04 maio 2023.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 Luan Daniel Silva Ferreira, Dábila Carla de Almeida Sobrinho (Autor)
This work is licensed under a Creative Commons Attribution 4.0 International License.
