O WhatsApp como ferramenta pedagógica para o engajamento de estudantes do ensino superior com a Química
Data
2022-07-14
Autores
Oliveira, Cristiane Rorato 
Orientadores
Bianco, André Amaral Gonçalves
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
A pandemia de Covid-19 que atingiu o mundo no primeiro semestre de 2020 fez com que as muitas atividades presenciais fossem suspensas. Autoridades governamentais, seguindo as recomendações dos órgãos oficiais de saúde, instituíram o isolamento social como medida protetiva contra a disseminação do vírus. Assim, houve a necessidade de serem adotadas alternativas para a manutenção das atividades de trabalho e estudo. No contexto educacional, a adoção do Ensino Remoto Emergencial foi obrigatória nas Instituições de Ensino e, para que fosse colocado em prática, as Tecnologias Digitais da Informação e Comunicação foram imprescindíveis. Apesar do aparente despreparo de professores e alunos para lidar com a situação, a tecnologia possibilitou a continuidade das atividades educacionais, favorecendo a comunicação entre professores e alunos e entre professores e gestores. Buscando facilitar ao máximo o funcionamento do ensino emergencial, essa pesquisa objetivou verificar se o uso do WhatsApp interfere no nível de engajamento dos estudantes. A escolha do aplicativo se justifica por ser gratuito, possibilitar o compartilhamento de diversos tipos de arquivos, além de chamadas de voz e vídeo, e por já ser utilizado por professores e alunos, dispensando treinamentos para seu uso. Além disso, pode ser um elemento motivador por permitir um ensino contextualizado, já que utiliza uma ferramenta que faz parte do cotidiano dos alunos. Estudantes do curso de Ciências – Licenciatura da Unifesp campus Diadema participaram da pesquisa, em grupos criados no aplicativo, nos quais foram compartilhados materiais complementares, e atividades foram sugeridas para entrega por meio do próprio aplicativo. Também foram sugeridos temas para discussões sobre assuntos abordados nos encontros síncronos, e os links para acesso a esses encontros foram compartilhados pelo aplicativo. Esclarecimentos de dúvidas também foram realizados pelo WhatsApp, possibilitando a aproximação entre o professor e os alunos. O engajamento dos alunos foi verificado a partir das interações que eles realizaram nos grupos do WhatsApp e pela participação deles nas atividades propostas. No intuito de verificar se a participação dos estudantes nas atividades propostas depende do tipo de atividade e se ela é avaliativa, algumas atividades menos tradicionais e facultativas foram sugeridas. Para investigar a opinião dos alunos sobre o uso do WhatsApp na unidade curricular trabalhada, dois questionários fechados foram enviados aos estudantes no decorrer do semestre. Os resultados encontrados demonstraram que os alunos apresentaram um engajamento satisfatório, pois os quatro aspectos do engajamento escolar foram evidenciados. Os estudantes interagiram nos grupos e entregaram a maioria das atividades propostas. As respostas aos questionários indicaram que os alunos gostaram da experiência do uso do aplicativo durante o curso, por facilitar a comunicação entre eles e o professor e por demonstrarem o desejo de que outras unidades curriculares também adotassem o aplicativo para mediação do ensino. Esperamos que essa pesquisa contribua para melhorias nas práticas pedagógicas nas modalidades de ensino a distância.
The coronavirus pandemic that hit the world in the first half of 2020 caused in-person activities to be suspended. Government authorities, following the recommendations of official health bodies, instituted social isolation as a protective measure against the spread of the virus. Thus, there was a need to adopt alternatives for work and study activities. In the educational context, the adoption of Remote Emergency Teaching was mandatory in Teaching Institutions, and for it to be put into practice, Digital Information and Communication Technologies were essential. Despite the apparent unpreparedness of teachers and students to deal with the situation, technology made it possible to resume educational activities, favoring communication between teachers and students and between teachers and managers. Seeking to facilitate the functioning of emergency teaching as much as possible, this research aimed to verify whether the use of WhatsApp interferes with the level of student engagement. The choice of the application is justified because it is free, allows the sharing of different types of files, in addition to voice and video calls and because it is already used by teachers and students, without training for its use. Besides, it can be a motivating element for allowing contextualized teaching, since it uses a tool that is part of the students daily lives. Students of the Science course - Licentiate of Unifesp campus Diadema participated in the research, through groups created in the application in which complementary materials were shared and activities were suggested for delivery through the application itself. Topics for discussions about themes covered in the synchronous meetings were also suggested. The links to access these meetings were shared by the application too. Clarification doubts were also carried out by WhatsApp, enabling a closer relationship between teacher and the students. The students' engagement was verified from the interactions they carried out in the WhatsApp groups and by their participation in the proposed activities. In order to verify whether student participation in the proposed activities depends on the type of activity and whether it is evaluative, some less traditional and optional activities were also suggested. To investigate the students' opinion about the use of WhatsApp in the curricular unit, two closed questionnaires were sent to students during the semester. The results showed that students satisfactory engagement, as the four aspects of school engagement were highlighted. The students interacted in the groups and delivered most of the proposed activities. The answers to the questionnaires indicated that the students liked the experience of using the application during the course, for facilitating communication between them and the teacher and for demonstrating the desire for other curricular units to also adopt the application for teaching mediation. We hope that this research will contribute to improvements in pedagogical practices in distance learning modalities.
The coronavirus pandemic that hit the world in the first half of 2020 caused in-person activities to be suspended. Government authorities, following the recommendations of official health bodies, instituted social isolation as a protective measure against the spread of the virus. Thus, there was a need to adopt alternatives for work and study activities. In the educational context, the adoption of Remote Emergency Teaching was mandatory in Teaching Institutions, and for it to be put into practice, Digital Information and Communication Technologies were essential. Despite the apparent unpreparedness of teachers and students to deal with the situation, technology made it possible to resume educational activities, favoring communication between teachers and students and between teachers and managers. Seeking to facilitate the functioning of emergency teaching as much as possible, this research aimed to verify whether the use of WhatsApp interferes with the level of student engagement. The choice of the application is justified because it is free, allows the sharing of different types of files, in addition to voice and video calls and because it is already used by teachers and students, without training for its use. Besides, it can be a motivating element for allowing contextualized teaching, since it uses a tool that is part of the students daily lives. Students of the Science course - Licentiate of Unifesp campus Diadema participated in the research, through groups created in the application in which complementary materials were shared and activities were suggested for delivery through the application itself. Topics for discussions about themes covered in the synchronous meetings were also suggested. The links to access these meetings were shared by the application too. Clarification doubts were also carried out by WhatsApp, enabling a closer relationship between teacher and the students. The students' engagement was verified from the interactions they carried out in the WhatsApp groups and by their participation in the proposed activities. In order to verify whether student participation in the proposed activities depends on the type of activity and whether it is evaluative, some less traditional and optional activities were also suggested. To investigate the students' opinion about the use of WhatsApp in the curricular unit, two closed questionnaires were sent to students during the semester. The results showed that students satisfactory engagement, as the four aspects of school engagement were highlighted. The students interacted in the groups and delivered most of the proposed activities. The answers to the questionnaires indicated that the students liked the experience of using the application during the course, for facilitating communication between them and the teacher and for demonstrating the desire for other curricular units to also adopt the application for teaching mediation. We hope that this research will contribute to improvements in pedagogical practices in distance learning modalities.