Aplicação do design instrucional 4c/id utilizando a astronomia como fator motivador para aprendizagem: uma análise qualitativa

Abstract

Assuming that computer programming is one of the areas of information technology that impose greater learning difficulties on the part of students, it is recognized as important the search for improvement in teaching processes, in order to mitigate these difficulties. A possible strategy for improving the teaching-learning process is the implementation of methodologies different from those commonly used in the classroom and, if possible, in conjunction with subjects that hold the students' attention. This work presents a research that studies the impact caused by the application of a methodology based on the 4C / ID model (four-component instructional design) using astronomy as a motivating factor for learning; having as a situational context a course composed of ten meetings where high school students had classes on programming language and three-dimensional modeling and later classes for solving exercises in the light of the 4C / ID model. The research included the continuous and detailed monitoring of the activities developed, characterized as a Case Study. The following authors were brought in to theoretically validate the discussion, at baseline: Van Merrienboer, Sweller, Ausubel, Moran, Moreira and Langhi. For data collection, semi-structured interviews, closed questionnaires and logbook records were used based on classroom observations. Content analysis according to Bardin was chosen as a tool for data analysis. The results showed that the methodology is aimed at teaching content related to information technology and that it enhances students' learning by stimulating the development of autonomy and organization in studies; and that, the insertion of the theme Astronomy as a background in the activities proved to be an instigating alternative to hold the students' attention and stimulate them in the execution of the tasks to which they were submitted.