O filme de animação como instrumento didático na aprendizagem da geometria

• Autores: Sérgio Carvalho
• Localización: Avanca / Cinema 2012 / Cine Clube de Avanca (dir.), 2012, ISBN 978-989-96858-2-6, págs. 1001-1012
• Idioma: varios idiomas
• Texto completo no disponible (Saber más ...)
• Resumen

  • The teaching of geometry is always troubled by a certain lack of spatial ability on the pupil’s behalf. The challengeis ever growing, not just because of the pupil population’s heterogeneity but also because of the “digital literacy”teachers are compelled to adopt by today’s media.The hybrid nature of media in education includes several technological teaching aids: verbal, pictorial, audio andaudiovisual media.Animation produces new streams of information, and it’s not clear to which data attention is directed and attracted,making it difficult to isolate its effects and reaching a consensus about its effectiveness. One certainty is theimportance of the student’s prior knowledge for understanding the animation.This paper invests in research on two distinct areas making a further mutual integration: descriptive geometry andanimated film.Having sampled a group of 9.th grade in the context of Visual Education class, we performed an empirical investigationin order to understand if the viewing of an animation about geometry subjects would be a learning facilitating trait.Two studies were conducted around the display of projective geometry contents - one with still images and the otherwith animated images - for making a comparison of observed dependent variables.The results led to the conclusion that the animation itself is not sufficient for the assimilation of the content. Thepractice of visualization skills through projective practice holds a higher potential for this purpose. In addition, studyhabits practiced by students in this sample constituted a depreciation factor in their academic performance.