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A construção da noção de tempo no 1.º ciclo do ensino básico
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| 7.02 MB | Adobe PDF |
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Abstract(s)
Este relatório final resulta de um projeto desenvolvido ao longo do estágio curricular realizado no 1.º Ciclo do Ensino Básico, no ano letivo de 2022/2023. O estudo foi concretizado com a participação de um grupo de alunos/as do 4.º ano de escolaridade, no âmbito das áreas disciplinares de Estudo do Meio e Matemática.
A investigação teve como ponto de partida a seguinte questão: “De que forma as aprendizagens no 1.º CEB apoiam a construção da noção de tempo?”, tendo sido delineados como objetivos específicos: avaliar e interpretar as noções prévias das crianças sobre o tempo; compreender de que forma percecionam o tempo; implementar e avaliar experiências de aprendizagem que contribuam para o desenvolvimento da noção de tempo e da sua medição; registar a evolução da compreensão desta noção por parte dos alunos; e identificar factos, objetos e situações do quotidiano onde a noção de tempo se manifesta ou está presente.
A metodologia adotada baseou-se na investigação-ação, suportada pelas Narrações Multimodais como estratégia facilitadora da expressão e análise das aprendizagens. A recolha de dados foi realizada através de gravações áudio e da recolha de evidências produzidas nas atividades desenvolvidas com o grupo-turma, tendo sido posteriormente tratadas com recurso à análise documental. Este percurso permitiu acompanhar, de forma reflexiva e fundamentada, o processo de construção da noção de tempo pelas crianças, revelando-se um contributo significativo para a prática educativa e para a compreensão das interações entre diferentes áreas curriculares na consolidação de conceitos fundamentais no 1.º CEB.
This final report is the result of a project developed during a curricular internship carried out in the 1st Cycle of Basic Education during the 2022/2023 school year. The study was conducted with a group of 4th-grade students, within the scope of the subject areas of Environmental Studies and Mathematics. The research was guided by the following question: "How do learning experiences in the 1st Cycle of Basic Education support the development of the concept of time?" The specific objectives established were: to assess and interpret children's prior understandings of time; to understand how they perceive the concept of time; to implement and evaluate learning experiences that contribute to the development of the concept of time and its measurement; to record the progression in students’ understanding of this concept; and to identify facts, objects, and everyday situations in which the notion of time is expressed or present. The methodology adopted was based on action research, supported by Multimodal Narratives as a strategy to facilitate the expression and analysis of learning processes. Data collection was carried out through audio recordings and the collection of evidence produced during the activities developed with the class group, which were later analyzed using document analysis techniques. This process allowed for a reflective and well-founded observation of the children's development of the concept of time, proving to be a significant contribution to educational practice and to the understanding of the interactions between different curricular areas in consolidating fundamental concepts in the 1st Cycle of Basic Education.
This final report is the result of a project developed during a curricular internship carried out in the 1st Cycle of Basic Education during the 2022/2023 school year. The study was conducted with a group of 4th-grade students, within the scope of the subject areas of Environmental Studies and Mathematics. The research was guided by the following question: "How do learning experiences in the 1st Cycle of Basic Education support the development of the concept of time?" The specific objectives established were: to assess and interpret children's prior understandings of time; to understand how they perceive the concept of time; to implement and evaluate learning experiences that contribute to the development of the concept of time and its measurement; to record the progression in students’ understanding of this concept; and to identify facts, objects, and everyday situations in which the notion of time is expressed or present. The methodology adopted was based on action research, supported by Multimodal Narratives as a strategy to facilitate the expression and analysis of learning processes. Data collection was carried out through audio recordings and the collection of evidence produced during the activities developed with the class group, which were later analyzed using document analysis techniques. This process allowed for a reflective and well-founded observation of the children's development of the concept of time, proving to be a significant contribution to educational practice and to the understanding of the interactions between different curricular areas in consolidating fundamental concepts in the 1st Cycle of Basic Education.
Description
Keywords
Estudo do Meio Matemática 1.º Ciclo do Ensino Básico Noção de Tempo Tempo Físico Tempo Histórico e Mudança Environmental Studies Mathematics 1st Cycle of Basic Education Concept of Time Physical Time Historical Time and Change