Navegando por Autor "Gallardo, Marcos Javier Alarcon"

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    Estratégia no ensino da termodinâmica utilizando ABP e TDIC na educação profissional e tecnológica no campus Coruripe
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-04-10) Gallardo, Marcos Javier Alarcon; Moraes, Eduardo Cardoso
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    Utilização de tecnologias digitais de informação e comunicação e aprendizagem baseada em problemas na disciplina de termodinâmica: estratégias para promoção de autonomia discente no ensino médio integrado
    (INSTITUTO FEDERAL DE ALAGOAS - Ifal, 2026-04-10) Gallardo, Marcos Javier Alarcon; Moraes, Eduardo Cardoso; https://orcid.org/0000-0002-5117-9421; http://lattes.cnpq.br/3464358663007696; Lima, André Suêldo Tavares de; https://orcid.org/0000-0003-4687-0645; http://lattes.cnpq.br/6019670165528345; Francisco, Deise Juliana; https://orcid.org/0000-0003-2130-2588; http://lattes.cnpq.br/3256764275787933
    This study aims to analyze the contributions of a teaching strategy—structured as a didactic sequence—for the Thermodynamics and Thermal Machines course. It employs the active learning methodology known as Problem-Based Learning (PBL) alongside digital information and communication technology (DICT) tools. The goal is to enhance meaningful learning of conceptual and procedural content while fostering self-directed learning, autonomy, cooperation, and the development of reflective, critical thinking among second-year students in the integrated high school and technical program in Mechanics. The investigation stemmed from the need to move beyond the merely traditional or recreational use of DICT in the classroom, instead directing these tools toward the development of digital literacy and intellectual autonomy, as advocated by the National Common Curricular Base (BNCC). The study adopts an action-research approach involving qualitative data analysis and falls under Research Line 1 (educational practices in Vocational and Technological Education—VTE) of Macro-project 1 (methodological proposals and didactic resources in formal and non-formal VTE settings) within the Professional Master’s Program in Vocational and Technological Education (PROFEPT). Analysis of the initial data provided the foundation for developing an educational product in the form of a didactic sequence, utilizing the 3C3R technique to design the PBL problem scenario. This educational product was implemented with two second-year classes in the integrated Mechanics program—totaling 56 students—who were taking the Thermodynamics and Thermal Machines course. Results and discussions demonstrated that the pedagogical intervention successfully met its objectives. The final evaluation revealed that 74.3% of the students reported a better understanding of physics concepts, and 82% felt motivated by the PBL approach. Furthermore, it became evident that the incorporation of common digital tools (such as video platforms and artificial intelligence) took place in a critical and reflective manner, fostering attitudinal competencies related to leadership, oral communication, and cooperation. It is concluded that the integration of PBL and ICTs constitutes a potential strategy for consolidating holistic human development within the context of Professional and Technological Education (PTE).