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- AS EXPRESSÕES INTEGRADAS COMO ESTRATÉGIA MOTIVADORA NO PROCESSO DE ENSINO/APRENDIZAGEMPublication . Mano, Andreia; Campos, Maria OrquídeaO Relatório Final que se apresenta, no âmbito do Mestrado em Educação Pré- Escolar e Ensino do 1º Ciclo do Ensino Básico, procura evidenciar a importância das Expressões Integradas como motivação no processo de Ensino/Aprendizagem na Educação Pré-Escolar e no 1º Ciclo do Ensino Básico. Nesse sentido, o relatório pretende, a par de um estudo realizado acerca da educação pela arte, documentar, analisar e refletir acerca do trabalho desenvolvido e das experiências vivenciadas no decorrer da ação educativa, em ambos os ciclos de educação e ensino. Ao longo de toda a Prática de Ensino Supervisionada, promoveram-se dinâmicas, assentes nas Expressões Integradas, que culminassem em aprendizagens significativas, diversificadas, integradoras, socializadoras e ativas. Sustentamos a prática educativa numa aprendizagem pela participação ativa, valorizando o papel da criança e assumindo o papel do educador/professor como mediador e facilitador de aprendizagens. A motivação intrínseca nas estratégias utilizadas foi notória sendo que pudemos partir de interesses das crianças/alunos para a construção dos dispositivos pedagógicos. Assim, considera-se essencial promover a integração das expressões na práxis dos docentes, articulando-as com as diversas áreas do saber e promovendo a interdisciplinaridade, no sentido de proporcionar às crianças/alunos aprendizagens prazerosas, ricas e significativas.
- The development of self-regulation through assessment criteriaPublication . Santos, Leonor; Pinto, JorgeSelf-regulation is essential for learning, but it is neither innate, nor spontaneous. It is imperative for the subject to clear up the reference in order to have an effective auto-regulation. The teacher has the responsibility to create opportunities for students to construct this reference, in order to permit the appropriation of the learning objectives' meaning. This study seeks to understand the contribution of using assessment criteria to the development of self-regulation. In particular, this article looks to answer the following questions: How can the construction and the use of assessment criteria in an interaction process contribute to the development of self-regulation of primary students? Which difficulties arise for the students in this process? This paper reports a meta-analysis of two studies of six and eleven-year-old students using an interpretive approach. Data collection was based on student interviews, participant observation of classes and documental evidence. The analysis considered three phases of self-regulation: understanding what we did, comparing with what is expected to do and planning what needs to be accomplished and the difficulties arisen by the process. The final results show that the criteria are gradually starting to be considered as a guide. When reflecting on what they did (supported by the criteria), the perception that they are not punished for their mistakes facilitates the clarification of their difficulties and the request for help to the teacher. The participative construction of the assessment criteria contributes to the understanding of what is expected of them. Self-regulation is a socially constructed process. The progressive work with the assessment criteria contributes to the development of self-regulation. In primary education, the establishment of strategies to pursue, which is the phase of selfregulation least achieved by students of these ages, depends mainly on the support provided by teacher´s action.