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Interactivity and Information- Communication Technologies in Chemical Engineering Classes

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http://www.scirp.org/journal/PaperInformation.aspx?PaperID=53606#.VMntxizQrzE

Author(s)  
  1. J. Santiago1, C. E. da Silva1, A. F. Machado1, M. G. Muniz Washington2
  2.  
Affiliation(s)
1Department of Quantum Electronics, University of Stateof Rio de Janeiro, Rio de Janeiro, Brazil.
2Engineering College, University of Stateof Rio de Janeiro, Rio de Janeiro, Brazil.

ABSTRACT
In this paper, we propose a new contextualization of the so-called scientific method in teaching practices in science and engineering education. We report an objectification in information and communication technologies (ICT) for simulate the reaction rates during an class and its inclusion in the above-mentioned pedagogical purpose, that, in tune with the current realities of schools, rehearses reflections of a future with another horizon for teaching/learning engineering and other sciences.

KEYWORDS
Methodology, Science Education, Teaching and Learning

Cite this paper
Santiago, A. , Silva, C. , Machado, A. and Washington, M. (2015) Interactivity and Information- Communication Technologies in Chemical Engineering Classes. Open Journal of Social Sciences, 3, 8-14. doi: 10.4236/jss.2015.32002.

References
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[2]Bordogna, J., et al. (1993) Engineering Education: Innovation through Integration. Journal of Engineering Education, 38.
 
[3]Alves, G. (2006) A produ??o da Escola Pública Contemporanea. Autores Associados, Campinas.
 
[4]Brown, J.S. (2006) New Learning Environments in the 21st Century. Futures Forum, Aspen, CO: Futures Project, 2005; also MIT Symposium on iCampus, December 2006.
 
[5]Duderstadt, J.J., et al. (2005) Cyberinfra-structure. A Special Issue of Issues in Science and Technology, Vol. XXII, No.1. National Academies Press, Washington.
 
[6]Dweck, C., et al. (2007) Implicit Theories of Intelligence Predict Achievement Across an Adolescent Tran-sition: A Longitudinal Study and an Intervention. Child Development, 78, 246-263.
 
[7]Hargreaves, A. (2003) Teaching in the Knowledge Society: Education in the Age of Insecurity. College Press, NY.
 
[8]Sim?es, D. (2002) Linguagem e express?o no ensino de Física. Caderno Seminal, 14, 109-124.
 
[9]Marchesi, A. and Martín, E. (2003) Tecnología e aprendizaje. Editorial SM, Madrid.
 
[10]Moran, J.M. (2009) Especialista em projetos inovadores na educa??o presencial e a distancia. In: Moran, J.M., Eds., Novas Tecnologias e Media??o Pedagógica, Papirus, S?o Paulo, 15th Edition, 22-24.
 
[11]Moreira, M.A. (1999) Aprendizagem Significativa. Editora Universidade de Brasília, Brasília.
 
[12]Abbott, J. (2004) We Are a Small Group Species. Source: 21st Century Learning Initiative. http://changelearning.ca/articles/we-are-small-group-species
 
[13]Pelgrum, W. and Law, N. (2003) ICT in Education around the World: Trends, Problems and Prospects. UNESCO-IIEP, Paris.
 
[14]Silva, C.E., Santiago, A.J., Machado, A.F. and Assis, A.S. (2014) Eletromagnetismo: Fundamentos e simula??es. Pearson Education do Brasil, S?o Paulo.
 
[15]Sim?es, D. and García, F. (Orgs.) (2014) A Pesquisa Científica como Linguagem e Práxis. Dialogarts, Rio de Janeiro.                                         eww150129lx
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