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A utilização de recursos não formais no ensino do estudo do meio no 1º ciclo do ensino básico: um estudo com alunos do 3º ano de escolaridade
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| 4.58 MB | Adobe PDF |
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Abstract(s)
Ao desenvolver-se o presente estudo, tentou-se compreender de que forma a utilização dos recursos não formais influenciava as aprendizagens realizadas em sala de aula, no âmbito do Estudo do Meio, nomeadamente, sobre o tema dos animais e dos astros; concretamente pretendeu-se investigar de que forma a sua exploração pode contribuir para o desenvolvimento de forma integrada de conhecimentos, capacidades e atitudes e para relacionar a aprendizagem das ciências com o quotidiano e temas da atualidade. Ao longo de doze semanas, foram implementadas diversas atividades que pretendiam explorar a potencialidade educativa dos diversos recursos, utilizados para fomentar o desenvolvimento de diversas competências na área de Estudo do Meio. Com efeito, foram desenvolvidas cinco atividades principais que se basearam na pesquisa de informação online, na análise de notícias, na realização de debates e discussões sobre temas sócio científicos, em visitas virtuais e na utilização autónoma de computadores, em sala de aula. Deste estudo fizeram parte 25 alunos do 3.º ano de escolaridade, no âmbito do estágio por mim desenvolvido, no 1.º ciclo de escolaridade, incluído no Mestrado em Educação Pré-Escolar e Ensino do 1.º ciclo do Ensino Básico. Para o desenrolar do presente estudo foi adotada uma abordagem qualitativa que se baseou numa investigação sobre a prática, sendo que os dados foram obtidos em contexto de estudo através da observação participante, notas de campo, gravações áudio das aulas, entrevistas realizadas a oito alunos e à professora titular da turma e a recolha documental que se baseia nos produtos realizados pelos alunos. Depois de concluída esta investigação, a análise dos dados reflete que a utilização de uma metodologia mais atual, que se socorre de recursos não formais, beneficia as aprendizagens integradas dos alunos, levando-os a desenvolver um conjunto de competências, inerentes à vida de qualquer cidadão, nomeadamente mobilizar informação para compreender a realidade, selecionar e interpretar informação, trabalhar colaborativamente e comunicar. A utilização destes recursos teve um impacto positivo na lecionação das aulas, na área do Estudo do Meio, proporcionando uma melhor compreensão dos alunos sobre aquilo que os rodeia, estimulando a sua curiosidade e o envolvimento na sua própria aprendizagem.
In this study, I tried to understand how the use of non-formal resources could influence learning in the classroom, in the field of Sciences, namely about animals and planets; more specifically how their exploration can contribute to the integrated development of knowledge, skills and attitudes and relate science to everyday life and current issues. Over the course of twelve weeks some activities were undertaken to explore the educational potential of the several resources used to foster the development of diverse competences in the field of Science. Successfully, in class, there were developed five main activities that were based in browsing and searching online information, news analysis, debates on socio-scientific problems, virtual visits and the autonomous use of computers. This study had the participation of twenty-five third grade students within, the scope of my internship, developed on a primary school, prominent to the conclusion of the Master in Preschool Education and Teaching 1st Cycle of Basic Education. To unwind the present study a qualitative approach was adopted, based on an experimental investigation, where the data in the context of study was attained trough the observation of the participant, field notes, audio recordings of the classes, interviews to eight of the students and to the class teacher as well as analysis of students’ productions. Concluded this investigation, the data analysis shows that using a more current methodology, which relies on non-formal resources, benefits the students’ integrated learning, leading them to develop a set of competences, inherent to the life of any citizen, namely mobilizing information to understand reality, selecting and interpreting information, working collaboratively and communicating. The use of these resources had a positive impact on class teaching, in the field of Sciences, improving students’ understanding of what surrounds them, stimulating their curiosity and involvement into their own learning process.
In this study, I tried to understand how the use of non-formal resources could influence learning in the classroom, in the field of Sciences, namely about animals and planets; more specifically how their exploration can contribute to the integrated development of knowledge, skills and attitudes and relate science to everyday life and current issues. Over the course of twelve weeks some activities were undertaken to explore the educational potential of the several resources used to foster the development of diverse competences in the field of Science. Successfully, in class, there were developed five main activities that were based in browsing and searching online information, news analysis, debates on socio-scientific problems, virtual visits and the autonomous use of computers. This study had the participation of twenty-five third grade students within, the scope of my internship, developed on a primary school, prominent to the conclusion of the Master in Preschool Education and Teaching 1st Cycle of Basic Education. To unwind the present study a qualitative approach was adopted, based on an experimental investigation, where the data in the context of study was attained trough the observation of the participant, field notes, audio recordings of the classes, interviews to eight of the students and to the class teacher as well as analysis of students’ productions. Concluded this investigation, the data analysis shows that using a more current methodology, which relies on non-formal resources, benefits the students’ integrated learning, leading them to develop a set of competences, inherent to the life of any citizen, namely mobilizing information to understand reality, selecting and interpreting information, working collaboratively and communicating. The use of these resources had a positive impact on class teaching, in the field of Sciences, improving students’ understanding of what surrounds them, stimulating their curiosity and involvement into their own learning process.
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Keywords
Ensino/aprendizagem das ciências Recursos não formais Literacia científica Teaching/learning science Non-formal resources Scientific-literacy