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首页> 外文会议>International Conference of the Portuguese Society for Engineering Education >Use of Active Teaching-Learning Methodologies in Approaching the Basic Concepts of Engineering Education: Influence of the Experimental Approach to Students' Alternative Conceptions in Learning the Concepts of Heat and Temperature
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Use of Active Teaching-Learning Methodologies in Approaching the Basic Concepts of Engineering Education: Influence of the Experimental Approach to Students' Alternative Conceptions in Learning the Concepts of Heat and Temperature

机译：在接近工程教育的基本概念方面利用主动教学方法：实验方法对学生替代概念的影响学习热温概念

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This research aims to contribute to improving the quality of engineering education, by focusing on the introduction to the fundamental thermodynamics concepts. As thermodynamics is one of the foundations of many engineering problems, the need to discuss the best methodologies for approaching the fundamental concepts of heat and temperature in the first years is justified. The research intends to evaluate the impact of valuing the alternative conceptions of these concepts in the classroom, as they are of great importance in the teaching-learning process of natural and exact sciences. These conceptions assume a central role, because all the work developed in the classroom must be done in such a way that students are encouraged to present, question and test their previous ideas. While teaching of Natural and Exact Sciences, the students' difficulty in relating the theory developed in the classroom with the reality around them is a significant barrier, as the theory is made up of concepts that are abstractions of the students' reality. Therefore, to achieve a significant learning according to Ausubel definition, it is necessary to follow an active teaching approach, i.e. it is necessary to evaluate the students' initial knowledge, identify these substitute conceptions, develop a dialogical and reconstructive questioning process, promote communication and value the epistemic function of the processes involved. In this way a new active approach to teach the fundamental concepts of heat and temperature concepts was developed and tested in two classes of the 9th grade of the Secondary School “25 de Junho” in Vila Municipal de Massinga, in Mozambique. In one class the experimental methodology was tested and the other class was used as a control group. A pre-test was implemented to identify and characterize the alternative conceptions and the level of both classes was equivalent. Then, in the experimental class, three lectures were taught on heat, temperature and direction of spontaneous heat transfer using an approach in which the focus was on valuing the students' preconceived conceptions. In the control class, the same classes took place using the traditional expositive method, without taking into account the alternative concepts. After applying a post-test, the results showed that in the experimental class the level of correct answers rose from 42.6% in the pre-test to 91.4% in the post-test, while in the control class the rise was 46, 7% in the pre-test to 57.7%. The research shows that by valuing the students' alternative conceptions, there was significant learning in the formulation of the concepts of heat and temperature.
机译：本研究旨在通过专注于对基本热力学概念的介绍来提高工程教育质量。随着热力学是许多工程问题的基础之一，需要讨论最佳方法，以便在第一年内接近热敏和温度的基本概念。该研究打算评估评估这些概念在课堂上的替代概念的影响，因为它们在自然和精确科学的教学过程中非常重要。这些概念承担了核心作用，因为课堂上开发的所有工作必须以这样的方式完成，以便鼓励学生呈现，提问和测试他们以前的想法。虽然自然和精确的科学教学，但学生在课堂上发展的理论难以周围的现实是一个重要的障碍，因为该理论由学生现实的抽象的概念组成。因此，为了根据Ausubel定义实现重要的学习，有必要遵循积极的教学方法，即有必要评估学生的初步知识，确定这些替代概念，制定一个对话和重建的质疑过程，促进沟通和沟通价值所涉及的过程的认知功能。通过这种方式，教授热敏和温度概念的基本概念的新的积极方法是在莫桑比克维拉市中事会“25 de Junho”的两类中的两类中等阶段。在一个阶级中，测试实验方法，另一类用作对照组。实施预先测试以识别和表征替代概念，并且两个类的水平是等效的。然后，在实验类别中，使用一种方法，教导了三次讲座，使用了重点在评估学生的先入为主概念上的方法。在控制类中，使用传统的展反方法进行相同的类，而不考虑替代概念。在申请后检验后，结果表明，在实验课程中，正确答案的水平从测试前的42.6％上升至91.4％的后测试，而在控制课程中的上涨是46，7％在预测试中至57.7％。研究表明，通过评估学生的替代概念，在制定热水和温度概念方面存在重大的学习。

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