A característica da instrução de arte combinando práticas educacionais diferenciadas e modelo de aprendizagem baseado em projetos
Resumo
Nos últimos anos, tem havido uma ênfase crescente na aplicação de aprendizagem baseada em projetos e instrução diferenciada em ambientes educacionais, à medida que os educadores reconhecem cada vez mais sua importância na motivação dos alunos e na criação de experiências de aprendizagem mais interativas. Este estudo visa explorar as perspectivas de professores de arte sobre a eficácia da combinação de instrução diferenciada com aprendizagem baseada em projetos para dar suporte à compreensão dos alunos em arte. Usando um design sequencial de métodos mistos, os dados foram coletados por meio de um questionário preenchido por 190 professores de arte, seguido por uma discussão em grupo envolvendo oito participantes selecionados. As descobertas revelam que os educadores de arte veem a aprendizagem baseada em projetos como uma abordagem de ensino valiosa que promove maior envolvimento dos alunos, fortalece a interação social na sala de aula, incentiva a apreciação cultural e dá suporte à aplicação prática de estratégias de instrução diferenciada. Esses resultados têm implicações mais amplas em áreas como treinamento de professores, liderança acadêmica, desenvolvimento curricular e política educacional. Além disso, os insights derivados deste estudo podem ter relevância além da educação em arte, oferecendo contribuições significativas para outras disciplinas acadêmicas. As descobertas também servem como uma referência útil para pesquisadores e educadores que buscam explorações mais profundas na integração da aprendizagem baseada em projetos e instrução diferenciada tanto na educação em arte quanto em contextos pedagógicos mais amplos.
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