A motivação para aprender do nativo digital pela perspectiva de professores, alunos e da neurociência

Abstract

This research aims to analyze which factors influence the motivation of the digital native students to learn. The investigation was developed through a case study focusing on a qualitative approach and some quantitative data. The research subjects are four teachers in the disciplines of mathematics, chemistry, physics and biology and 41 students in a class the first year of high school in a private school of Porto Alegre / RS. As instruments for data collection were used: questionnaire; interview; field diary containing records of observations made in the classroom. The data were analyzed by Discourse Textual Analysis (DTA) which emerged four major categories: Profile of digital natives research participants; Contextualization of the content as a way to spark interest in the student; Importance of bonding for learning; Motivation to learn triggered by the leadership and social interaction. To assist in the understanding of the phenomenon were used authors as Wallon (1995), Piaget (1999, 2014) and Vygotsky (1999), among others; beyond neuroscience contributions under Lent (2001), Palmini (2010), Gazzaniga and Heatherton (2005) and other neuroscientists. The results show that: (a) the digital natives value the role in practical group activities in interaction with peers (b) the affective relationship with the enthusiastic and humorous teacher contributes to generating learning environment of trust; (C) the class content should be useful and be contextualized with the reality of students to gain direction and which can be significant; (D) Information and Communication Technologies are appreciated by students and approved for use in class to approach their daily lives, and provide interactivity with the technology, the active construction of knowledge by setting another resource for teaching motivating practice learning.