BALBINOT, Antenor, BARRETO, Deli Garcia Olle, BATTASTINI, Luciano, GAMA, Flavio Nogueira da & MENEGOTTO, Renato Gilberto Gama
Avenida Ipiranga 6681 CP 1429-90619.900-Porto Alegre-rs (BRAZIL) Telephone: (0055) (051) 320-3564 Fax: (0055) (051) 320-3623, PONTIFIA UNIVERSIDADE CATOLICA DO RIO GRANDE DO SUL - PUCRS, Faculdade de Arquitetura e Urbanismo - FAUPUCRS, fau@music.pucrs.br
Abstract: Using to advantage the allure that the interactive virtual games exert on the child and the adolescent the Department of Graphical Expression of the College of Architecture of the Pontifical University Catholic of the Rio Grande Do Sul it develops a research that objective the learning of the beddings of Geometry rescuing its importance in the education of the Geometric Drawing in the basic and average school. In a first stage a lesson of a twelve total was created, where the pupil learns of interactive form basic concepts as point, straight line, plan, construction of geometric flat figures and relevancy. In this work a classroom was created where the virtual personages are a professor with its pupils. The interaction if gives through commands for which the user acts as pupil and is awarded when answering correctly and alerted when it commits error.
The present work objectifies in general manner the teaching of Geometric Drawing through an educative software. The project aims at the ransom of the teaching of Geometric
Drawing in the educational curriculum of first and second degrees making ready the student for the third degree. In twelve lessons, the pupil will learn, in interactive form, necessary basic concepts for the study of Geometric Drawing allowing him to execute any geometric construction. The software was developed with the TOOLBOOK tool. At the present moment the first one of twelve lessons was developed. This lesson already was evaluated by four groups of varied series of pupils of the Champagnat School, aggregate first degree school to the PUCRS, getting favorable results and great acceptance. Point, straight line and plan as well relations of pertinence between them are studied.
The interface is destined to adolescents and children of fourth an seventh series of the first degree. The interface is friendly and it is based in other infantile educative programs. No complex commands are presented, only setting in motion elements through mouse. There is, in the page, the presentation of the program with the names of publishers, programmer and cartoonist, as well the sponsor entity of the project. The child inserts his name and then he is able to set in motion any command. If the user needs some explanation there is a aid button, and bellow, there are stars unlinked. Stars wink for each correct answer. Some precautions they had been taken for awaking the interest:
Drawings are caricatures and are intuitive: the use is made easy and the environment becomes relaxing. For example, when setting in motion the gate the program is enclosed and setting in motion the contact-breaker, in the same time, the ventilator is setting motion. There are not offensive or insinuation caricatures hindering so constraint;
Alive and contrastive colors: colors fix pupil's attention. They also emphasize the importance of objects in prominence (different colors);
Voices: voices allow one better fixing of matters and generate a likely climate;
Sounds: rightness and incorrectness possess differentiated sonorous advices;
The pupil is individualized: the pupil might to place his name and the teacher calls him by his name during the lesson (only written). We intend so to create greater inclorest ;
Exercises: There is the possibility of remake exercises exactly after the error, with the same options (only mistaken options change colors) enabling the pupil to verify the correct answer; and
Educative pastimes: There is the proposal to create educative pastimes to entertain children at the same time that they revise and teach new matters. In the end of the first lesson there is a soccer game where pupils aid there teams to make goals through correct answers.
Figures are examples what was said in the introduction. In the Figure 1 the teacher stars directing with the greeting: "good morning!", getting the reply "good morning!, dear teacher".
In the figure 2, the teacher is suggesting the following problem: "How many points there are in a straight line?" If the answer will be correct, the pupils gain points. If the answer will have missed a characteristic sound will become to hear and the error could be repaired. The figure 3 shows the interactivity. The ventilator is functioning because the pupil setting in motion the circuit-breaker. When the pupil setting in motion the glass of window it was broken and a hen enters. If the setting in motion the hen it will blow up. The figure 4 shows the pastime of the first lesson: a soccer game. The pupil can help his team to be successful, answering correctly. Each correct answer creates a pass to a friend of the team in direction to the goal and each incorrect answer make the game begin.
Figure 1
In the figure 2, the teacher is suggesting the following problem: "How many points there are in a straight line?" If the answer will be correct, the pupils gains points. If the answer will have missed a characteristic sound will become to hear and the error could be repaired.
Figure2
Figure3
The figure 3 shows the interactivity. The ventilator is functioning because the pupil setting in motion the circuit-breaker. When the pupil setting in motion the glass of window it was broken and a hen enters. If the setting in motion the hen it will blow up.
The figure 4 shows the pastime of the first lesson: a soccer game. The pupil can help his team to be successful, answering correctly. Each correct answer creates a pass to a friend of the team in direction to the goal and each incorrect answer makes the game begin.
Figure4