Environmental Education in School as a Contributor …
547
Table 2 Relationship
between the correct answers
using the Kahoot app and the
number of successful students
Number of correct questions versus number of students
Correct questions
n (%)
Students
n (%)
10 (100)
3/15 (20)
9 (90)
5/15 (33)
8 (80)
3/15 (20)
7 (70)
3/15 (20)
6 (60)
1/15 (7)
to Santinello et al. (2018), the relationship between media-education enables new
reflections and different opportunities in the teaching-learning process.
Table 2 presents the relationship between the number of correct answers and the
questions developed in the Kahoot app, referring to the CH, as well as the number
of students who succeeded.
Analysing Table 2, from the 15 students accessing the Kahoot app, three students
answered all ten questions correctly and one student correctly answered 6 questions,
the minimum number of correct questions answered. Only the questions that were
answered correctly were counted as “right”, respecting the expected time period of
20 s/question.
Given the results achieved with the Kahoot app, the teacher is then able to review
with the students the difficulties encountered, making it possible to make the assessment a moment of constructive feedback, positively building the teaching-learning
process, as highlighted by Vilela (2017).
4 Conclusions
This study revealed the importance of developing pedagogical work in educational
context, through sustainable practices related to social responsibility, employed by
FFI-CF in the defence of the environment, and of the cultural heritage of the region
of Cabo Frio. This contributes to sensitize the students to become more aware of the
preservation of the historical and natural heritage of the city Cabo Frio, RJ, Brazil,
in addition to leading students to critical reflections on the relevance of sustainable
tourism for the city, since theses students belong to a hosting course and should thus
be able to contribute to minimize anthropogenic impacts in the environment.
It was found that the teaching strategies in the form of interactive lectures and
technical visits stimulated and aroused interest, involvement and excitement among
the students, thus promoting the preservation of the historical and natural heritage
of the city of Cabo Frio.
The application of the quiz by means of the Kahoot app made it possible to
assess the students’ learning in relation to the concepts developed, integrating mediaeducation. The results showed that 11 (73%) students correctly answered to or above
547
Table 2 Relationship
between the correct answers
using the Kahoot app and the
number of successful students
Number of correct questions versus number of students
Correct questions
n (%)
Students
n (%)
10 (100)
3/15 (20)
9 (90)
5/15 (33)
8 (80)
3/15 (20)
7 (70)
3/15 (20)
6 (60)
1/15 (7)
to Santinello et al. (2018), the relationship between media-education enables new
reflections and different opportunities in the teaching-learning process.
Table 2 presents the relationship between the number of correct answers and the
questions developed in the Kahoot app, referring to the CH, as well as the number
of students who succeeded.
Analysing Table 2, from the 15 students accessing the Kahoot app, three students
answered all ten questions correctly and one student correctly answered 6 questions,
the minimum number of correct questions answered. Only the questions that were
answered correctly were counted as “right”, respecting the expected time period of
20 s/question.
Given the results achieved with the Kahoot app, the teacher is then able to review
with the students the difficulties encountered, making it possible to make the assessment a moment of constructive feedback, positively building the teaching-learning
process, as highlighted by Vilela (2017).
4 Conclusions
This study revealed the importance of developing pedagogical work in educational
context, through sustainable practices related to social responsibility, employed by
FFI-CF in the defence of the environment, and of the cultural heritage of the region
of Cabo Frio. This contributes to sensitize the students to become more aware of the
preservation of the historical and natural heritage of the city Cabo Frio, RJ, Brazil,
in addition to leading students to critical reflections on the relevance of sustainable
tourism for the city, since theses students belong to a hosting course and should thus
be able to contribute to minimize anthropogenic impacts in the environment.
It was found that the teaching strategies in the form of interactive lectures and
technical visits stimulated and aroused interest, involvement and excitement among
the students, thus promoting the preservation of the historical and natural heritage
of the city of Cabo Frio.
The application of the quiz by means of the Kahoot app made it possible to
assess the students’ learning in relation to the concepts developed, integrating mediaeducation. The results showed that 11 (73%) students correctly answered to or above