A carregar...
Publicação
O espaço exterior como Recurso Educativo na área das ciências no 1º ciclo do Ensino Básico
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 1.2 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
O presente estudo tem como objetivo compreender de que forma o espaço exterior,
particularmente a horta escolar, contribui para o desenvolvimento de competências na
área das Ciências no 1.º Ciclo do Ensino Básico. A investigação seguiu uma abordagem
qualitativa e interpretativa, recorrendo a técnicas como a observação participante, o diário
reflexivo, a entrevista semiestruturada e a análise documental. O estudo foi realizado no
âmbito do projeto “Aulas na Natureza” e permitiu identificar práticas pedagógicas
baseadas na experiência direta, promovendo o envolvimento ativo dos alunos e o
desenvolvimento de competências científicas e transversais, tais como a autonomia, a
cooperação e o pensamento crítico. A triangulação dos dados recolhidos reforçou a
credibilidade das interpretações e evidenciou a articulação entre as atividades
desenvolvidas e os documentos curriculares em vigor. Conclui-se que o espaço exterior
constitui um recurso educativo valioso, com potencial para integrar práticas de ensino
mais significativas, contextualizadas e promotoras do desenvolvimento global da criança.
This study aims to understand how outdoor environments, particularly the school garden, contribute to the development of scientific competencies in the early years of primary education. The research followed a qualitative and interpretive approach, employing methods such as participant observation, reflective journaling, semi-structured interviews, and document analysis. The sessions were conducted within the framework of the Lessons in Nature project and enabled the identification of pedagogical practices grounded in direct experience, fostering pupils’ active engagement and the development of both scientific and transversal competencies, including autonomy, cooperation, and critical thinking. Data triangulation enhanced the credibility of interpretations and demonstrated alignment between the educational activities and current curriculum guidelines. The study concludes that outdoor environments represent a valuable educational resource, with strong potential to support more meaningful, contextualized teaching practices that foster the holistic development of children.
This study aims to understand how outdoor environments, particularly the school garden, contribute to the development of scientific competencies in the early years of primary education. The research followed a qualitative and interpretive approach, employing methods such as participant observation, reflective journaling, semi-structured interviews, and document analysis. The sessions were conducted within the framework of the Lessons in Nature project and enabled the identification of pedagogical practices grounded in direct experience, fostering pupils’ active engagement and the development of both scientific and transversal competencies, including autonomy, cooperation, and critical thinking. Data triangulation enhanced the credibility of interpretations and demonstrated alignment between the educational activities and current curriculum guidelines. The study concludes that outdoor environments represent a valuable educational resource, with strong potential to support more meaningful, contextualized teaching practices that foster the holistic development of children.