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O uso de esquemas como sistematizaĆ§Ć£o das aprendizagens
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| Documento principal | 1.55 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A existĆŖncia de um nĆŗmero maior de conceitos e conteĆŗdos a compreender e reter
nas diversas Ɣreas curriculares pode influenciar o rendimento dos alunos nas aulas. Como
tal, sĆ£o vĆ”rios os fatores que conduzem ao esquecimento, sendo que um deles Ć© a ausĆŖncia
de motivaĆ§Ć£o. Deste modo, cabe aos professores criarem um conjunto de estratĆ©gias que
apoiem os seus alunos na obtenĆ§Ć£o das aprendizagens. A fim de colocar em prĆ”tica uma
dessas estratĆ©gias, este projeto de investigaĆ§Ć£o procura compreender se o uso de esquemas
como sistematizaĆ§Ć£o das aprendizagens apoia os alunos ou nĆ£o, na sua apropriaĆ§Ć£o.
O presente estudo apresenta uma abordagem qualitativa, assumindo uma
abordagem prĆ³xima da InvestigaĆ§Ć£o-aĆ§Ć£o. A recolha de dados foi feita atravĆ©s da
observaĆ§Ć£o, entrevista e anĆ”lise documental.
Este estudo teve como participantes 27 alunos de uma turma de 2Āŗ ano do contexto
de estĆ”gio III, no Ć¢mbito do Mestrado em EducaĆ§Ć£o PrĆ©-Escolar e Ensino do 1Āŗ Ciclo do
Ensino BƔsico.
A anĆ”lise dos dados recolhidos permite-nos observar o nĆŗmero de vezes que os
alunos recorreram ao esquema como apoio nas respostas Ć s questƵes, relacionado com a
qualidade de respostas dada pelos mesmos. Foram vƔrios os alunos que compreenderam o
objetivo do projeto contudo alguns alunos nĆ£o apreenderam essa importĆ¢ncia, contudo com
o tempo o mesmo foi-se alterando. A atribuiĆ§Ć£o dos feedbackās foi bastante importante
neste processo de forma aos alunos poderem identificar o seu erro e recorrerem a
estratƩgias, neste caso ao esquema, para as melhorarem. Em suma, este instrumento pode
ser utilizado como forma de sistematizaĆ§Ć£o das aprendizagens e como mĆ©todo de estudo.
The existence of a greater number of concepts and subject contents to be learnt in the various curricular areas may affect studentās performance in classes. There are, therefore, several factors that may lead to forgetfulness, of which lack of motivation is only one. Thus, the creation of a set of strategies supporting the students in their learning attainments lies with the teachers. In order to put into practice one of these strategies, this research project aims to understand whether the use of schemes such as systematization of learning supports the students, in its appropriation. This study presents a qualitative approach, taking an approach close to Investigation-action. Data collection was carried out through observation, interview and documentary analysis. A class of 27 students from the 2nd year in the context of Stage III participated in this study, in the scope of the Masters in Pre-school Education and 1st Cycle of Basic School Teacher Education. The analysis of the collected data enables us to observe the number of times that students made use of the scheme to support their answers to the questions, related to the answers given by them. Several students understood the purpose of the project, which, nevertheless, has changed over time. The attribution of feedback was quite important in this process in order to the students to be able to identify their mistake and resort to strategies - in this case resorting to the scheme - for improvement. In short, this instrument may be used as a way of systematization of learning and as a studying method.
The existence of a greater number of concepts and subject contents to be learnt in the various curricular areas may affect studentās performance in classes. There are, therefore, several factors that may lead to forgetfulness, of which lack of motivation is only one. Thus, the creation of a set of strategies supporting the students in their learning attainments lies with the teachers. In order to put into practice one of these strategies, this research project aims to understand whether the use of schemes such as systematization of learning supports the students, in its appropriation. This study presents a qualitative approach, taking an approach close to Investigation-action. Data collection was carried out through observation, interview and documentary analysis. A class of 27 students from the 2nd year in the context of Stage III participated in this study, in the scope of the Masters in Pre-school Education and 1st Cycle of Basic School Teacher Education. The analysis of the collected data enables us to observe the number of times that students made use of the scheme to support their answers to the questions, related to the answers given by them. Several students understood the purpose of the project, which, nevertheless, has changed over time. The attribution of feedback was quite important in this process in order to the students to be able to identify their mistake and resort to strategies - in this case resorting to the scheme - for improvement. In short, this instrument may be used as a way of systematization of learning and as a studying method.
Description
Keywords
SistematizaĆ§Ć£o Esquemas Aprendizagens Feedback Systematization Schemes Learning Feedback RelatĆ³rio de projeto de investigaĆ§Ć£o RelatĆ³rio de estĆ”gio