Multiple representations and learning objects in teacher training in engineering courses

Authors

DOI:

https://doi.org/10.11606/gtp.v19i2.215531

Keywords:

engineering teachers, pedagogical practices, methodological strategies

Abstract

The Master’s research that this article takes place aimed to develop a proposal for teacher training for teachers working in Higher Education, in Engineering courses to distance, who have difficulties with pedagogical practices aligned with digital Technologies. The aim was to address pedagogical possibilities based on the Multiple Representations and Learning Objects frameworks. This theoretical articulation supported the development and application of a continuing education course for a group of teachers trained in engineering, promoting the updating of their pedagogical practice in the light of their training needs and the reality of distance education. The research was based on a qualitative approach and the data was collected through electronic activities and questionnaires, which were analyzed according to the assumptions of the Textual Discourse Analysis framework. From the analytical categories, it was possible to deduce that the teacher training raised participants' awareness of the importance of continuing pedagogical training and the contributions of digital technologies to distance learning, as well as showing the relevance of inserting Multiple Representations and Learning Objects as strategies to promote the exemplification of content and satisfactory student learning.

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Author Biographies

  • Verona Marinho Ferreira, Universidade Estadual do Norte do Paraná. Campus Conélio Procópio

    Master's degree in teaching, from the Postgraduate Program - Professional Master's Degree at UENP (PPGEN), graduated in Civil Engineering from the Lins-Unilins School of Engineering, Postgraduate in MBA Business Management and Project Management. She has worked professionally in hospital works at the São Paulo State Department of Health as a field engineer, responsible for the teams and execution of the works; led technical assistance, renovation and maintenance teams of compact E.T.E. by Grupo Jacto-Mizumo unit; responsible for carrying out the renovation and expansion work of negative cold chambers at Laticínio Tirolez. Teacher in higher education since 2015, teaching Engineering degrees and content teacher of teaching materials for distance learning. She is currently part of the UNILINS EAD pedagogical team and coordinator of the UNILINS Postgraduate Program.

  • Lucken Bueno Lucas, Universidade Estadual do Norte do Paraná. Campus Cornélio Procópio

    Graduated in Biological Sciences (Degree) from the State University of Northern Paraná (UENP), Specialist in Bioethics, Master and Doctor in Science Teaching and Mathematics Education from the State University of Londrina (UEL/PECEM, CAPES Scholarships). Effective teacher of the Biological Sciences course and the Postgraduate Program in Teaching (PPGEN) at UENP, Cornélio Procópio Campus. He has worked since 2018 as a consultant in the Teaching Area, at CAPES, and as an ad hoc CNPq evaluator since 2022. He leads GPEFOP - Research Group on Teaching and Teacher Training, registered with CNPq and authorized by UENP. He is also a researcher at the PENSA Group - Research in Teaching, Learning and Educational Assessment (UENP/CNPq) and the ECIMTEC Group - Education in Science, Mathematics and Technology (IFPR - Londrina). He was coordinator of the Professional Master's in Teaching (PPGEN/UENP) in the period 2015-2019, assistant editor of the Journal of Educational Products and Research in Teaching - REPPE (2016-2020) and member of the Area Advisory Committee (CAA - Human Sciences) from the Araucária Foundation to Support the Scientific and Technological Development of the State of Paraná (2017-2019). He participated as coordinator of the PIBID Area (Sciences and Biology) in the periods 2014-2017 and 2018-2019. He is the technical responsible for the Research Laboratory in Teaching and Teacher Training (LAPEFP) at UENP. Develops research in the areas of Axiology applied to Teaching, Teacher Training, Learning Assessment and Teaching of Natural Sciences (Physics, Chemistry and Biology). He is a CNPq Research Productivity Fellow - Level 2 (CNPq Call N 04/2021). Email: luckenlucas@uenp.edu.br

  • Daniel Trevisan Sanzovo, Universidade Estadual do Norte do Paraná. Campus Jacarezinho

    Doctor in Science Teaching and Mathematics Education (2017) and Master in Physics (2006), both from the State University of Londrina (UEL). Graduated in Physics (UEL, 2004). He is currently an Adjunct Professor at the State University of Northern Paraná (UENP) - Mathematics Collegiate at the Jacarezinho Campus and the Postgraduate Program in Teaching (PPGEN) at the Cornélio Procópio Campus. He is a researcher at GPEFOP - Research Group in Professional Education and Training (UENP), and GPMEC - Research in Mathematics and Science Teaching (UENP). He is an effective member and one of the creators of the Astronomy Teaching and Research Group (GEPEASTRO - or simply GEPETO), whose main function is the development of teaching materials aimed at Astronomy Teaching, such as children's books, Astronomy workshops, AstroGames, texts for training science teachers, among others. Develops research in the Areas of Semiotics, Representational Diversity (Multimodes and Multiple Representations), Teacher Training and Science Teaching (Physics and Mathematics)

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Published

2024-08-21

Issue

Vol. 19 No. 2 (2024)

Section

Papers

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Copyright (c) 2024 Verona Marinho Ferreira, Lucken Bueno Lucas, Daniel Trevisan Sanzovo

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How to Cite

FERREIRA, Verona Marinho; LUCAS, Lucken Bueno; SANZOVO, Daniel Trevisan. Multiple representations and learning objects in teacher training in engineering courses. Gestão & Tecnologia de Projetos (Design Management and Technology), São Carlos, v. 19, n. 2, p. 221–239, 2024. DOI: 10.11606/gtp.v19i2.215531. Disponível em: https://periodicos.usp.br/gestaodeprojetos/article/view/215531.. Acesso em: 7 apr. 2025.