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Jogar e aprender: exploração do potencial dos jogos no ensino do 1º CEB
| Name: | Description: | Size: | Format: | |
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| 12.62 MB | Adobe PDF |
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Abstract(s)
O presente relatório sintetiza o estudo realizado no âmbito da Unidade Curricular Estágio IV, com uma turma de 3.o ano do 1.o Ciclo do Ensino Básico e tem como temática os jogos em contexto educativo.
A intervenção articula a utilização de jogos às diferentes áreas curriculares, e tem como principal objetivo compreender como os alunos se apropriam deste recurso e que aprendizagens podem surgir, deste modo foi definida a questão: “De que modo os jogos podem ser um recurso adequado no processo de ensino-aprendizagem do 1.o Ciclo?”.
Assim, este projeto tem como objetivos: (i) Caracterizar os contributos da utilização dos jogos no processo de planeamento e articulação curricular no 1.o Ciclo do Ensino Básico, e (ii) Identificar de que modo os jogos promovem a interação entre as crianças.
A metodologia utilizada recai sobre uma abordagem qualitativa centrada na prática. Quanto às técnicas de recolha de dados foram utilizadas a observação participante, a recolha documental (produções dos alunos, registos do diário de bordo, registos fotográficos, vídeos e áudios) e entrevistas em focus group, aos alunos que participaram no estudo.
Relativamente aos principais resultados do estudo obtidos, destaca-se que os trabalhos realizados em torno dos jogos proporcionaram diferentes aprendizagens aos alunos, ao nível da interação e cooperação entre os pares, consolidação dos vários conteúdos curriculares e a articulação curricular.
Conclui-se que a utilização de jogos para além de promover aprendizagens significativas para os alunos é também uma atividade prazerosa e interessante ao nível pedagógico e que pode ser adaptada de acordo com as curiosidades e interesses das crianças.
This report aims to present the study conducted within the scope of the Curricular Unit Internship IV, with a 3rd-grade class of Primary Education. The theme of the study revolves around games in an educational context. The intervention involves the use of games in different curricular areas, with the main objective of understanding how pupils appropriate this resource and what learning outcomes may arise. Thus, I defined the research question: "How can games be an adequate resource in the teaching-learning process of Primary Education?". Therefore, this project has the following objectives: (i) Characterize the contributions of using games in the planning and curricular articulation process in Primary Education, and (ii) Identify how games promote interaction among children. The methodology used, it relies on a qualitative approach centered on practice. The data collection techniques included participant observation, documentary gathering (student productions, logbook records, photographic records, videos, and audios), and semi-structured interviews in a focus group format with the students who participated in the study. As for the main results obtained from the study, it is highlighted that the work done with games provided different learning experiences for students, particularly in terms of interaction and cooperation among peers, consolidation of various curricular contents, and curricular articulation. In conclusion, it is found that games are a valid resource to be used in the classroom, as they not only promote meaningful learning for students but also provide an enjoyable and interesting pedagogical activity that can be adapted according to the curiosities and interests of children.
This report aims to present the study conducted within the scope of the Curricular Unit Internship IV, with a 3rd-grade class of Primary Education. The theme of the study revolves around games in an educational context. The intervention involves the use of games in different curricular areas, with the main objective of understanding how pupils appropriate this resource and what learning outcomes may arise. Thus, I defined the research question: "How can games be an adequate resource in the teaching-learning process of Primary Education?". Therefore, this project has the following objectives: (i) Characterize the contributions of using games in the planning and curricular articulation process in Primary Education, and (ii) Identify how games promote interaction among children. The methodology used, it relies on a qualitative approach centered on practice. The data collection techniques included participant observation, documentary gathering (student productions, logbook records, photographic records, videos, and audios), and semi-structured interviews in a focus group format with the students who participated in the study. As for the main results obtained from the study, it is highlighted that the work done with games provided different learning experiences for students, particularly in terms of interaction and cooperation among peers, consolidation of various curricular contents, and curricular articulation. In conclusion, it is found that games are a valid resource to be used in the classroom, as they not only promote meaningful learning for students but also provide an enjoyable and interesting pedagogical activity that can be adapted according to the curiosities and interests of children.
Description
Keywords
Jogos 1º Ciclo do Ensino Básico Aprender Articulação curricular Games Primary Education Learning Articulated curriculum