Science teaching and the mobile collaborative learning approach: different educational contexts
Abstract
The study described in the article aims to understand how mobile devices can help teaching practices in the pedagogical project in the classroom and beyond. We opted for a qualitative approach with the use of research-action, involving the collaborative work of a teacher interested in contributing to the resolution of concerns related to the use of these technologies in the school context. Interviews, field diaries, and class observations were analyzed and coded. The results indicate that the elements that supporThe research deals with how mobile technologies helped Science classes, articulating curriculum content and real situations experienced in the community. t Mobile Collaborative Learning, based on teaching practice supported by mobile devices, recognize the importance of teaching as a mediator, involving students in discussions about the themes studied in different learning contexts. One way, via, or possible path that the study brought out is that for these technologies to be integrated into school activities it is necessary to make the curriculum more flexible, both in planning and execution, thus rethinking public policies that encourage the use of these devices at school, especially those of students' own use.
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