Loading...
Publication
Ventos fortes movem moinhos? A importância das atividades práticas em Ciências no 1º ciclo do Ensino Básico
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 807.51 KB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Atualmente, conhecer e saber colocar em ação os conhecimentos sobre as
ciências assume muita importância. Contudo, esse conhecimento deve estar
relacionado com uma compreensão das atividades práticas, que surgem em diversos
contextos. Desta forma, podemos afirmar que desenvolver atividades práticas com
base numa metodologia Inquiry Based Learning (IBL) nunca foi tão relevante como
agora. Assim, o desenvolvimento dessas competências deve ser trabalhado logo desde
os primeiros anos e ser desenvolvido nos ciclos de estudo seguintes. Por outro lado,
quando se trata de alunos do 1º ciclo do ensino básico, a utilização deste tipo de
prática assume-se como um elemento essencial e fundamental quando se pretende
que se promovam aprendizagens com compreensão, uma vez que permite, de forma
investigativa, apelativa e motivante para os alunos, apropriar conhecimentos
científicos e desenvolver capacidades e competências. Desta forma, sentiu-se a
necessidade de elaborar uma proposta de atividades, inserida no tema dos
Descobrimentos Portugueses (na altura a decorrer no grupo) que promovesse a
utilização de atividades práticas com a finalidade de motivar e envolver os alunos na
aprendizagem das ciências, tendo-se, para isso, selecionado o tema do vento.
Esta investigação insere-se num paradigma interpretativo, na medida em que
se pretende compreender a importância do ensino das ciências com recurso à
metodologia IBL num grupo de alunos do 4º ano de escolaridade do 1º ciclo do ensino
básico, através das formas de atuação dos participantes envolvidos. Este trabalho foi
desenvolvido através de uma investigação-ação, tendo como participantes um grupo
de 25 alunos com idades compreendidas entre os 9 e os 10 anos e a
professora/investigadora. Como instrumentos de recolha de dados recorreu-se à
observação, ao diário de bordo da professora/investigadora, a conversas informais e à
recolha documental.
Em relação aos resultados, foi notório perceber o interesse do grupo em
realizar todas as tarefas, mostrando-se motivados e envolvidos na realização das
mesmas, conseguindo alcançar conhecimentos na área das ciências, nomeadamente
relativos ao desenvolvimento de atividades práticas com base na metodologia IBL. A investigadora considerou motivante e desafiador as atividades práticas surgirem por
meio das investigações dos próprios alunos. O facto de ter sido possível adquirir
aprendizagens em simultâneo com os alunos permitiu que a abordagem ao tema fosse
realizada de forma tranquila e com naturalidade indo ao encontro das suas pesquisas.
O facto de o professor ser um orientador do processo origina trabalho em equipa que
leva à aquisição de muitos conhecimentos por parte dos alunos.
Currently, knowing and knowing how to put into action scientific knowledge is very important. However, this must be related to an understanding of practical/experimental activities, which arise in different contexts. In this way, we can say that developing practical/experimental activities based on Inquiry Based Learning (IBL) methodology has never been as relevant as it is now. Thus, the development of these competences must be worked on from the first years and be developed in the following study cycles. On the other hand, when it comes to students of the 1st cycle of basic education, the use of this type of practice is assumed as an essential and fundamental element. It promotes learning, since it allows, in an investigative way, to motivate students, appropriate scientific knowledge and develop skills and competences. In this way, it was felt the need to elaborate a proposal of activities, inserted in the theme of the Portuguese Discoveries (at the time in the group) that promoted the use of practical/experimental activities with the purpose of motivating and involving the students in the learning of the sciences, having, for this, selected the theme of the wind. This investigation is part of an interpretive paradigm, as it seeks to understand the importance of teaching science using the IBL methodology in a group of students from the 4th year of schooling of the 1st cycle of basic education, through the ways in which the participants are involved. This work was developed through an action-research, having as participants a group of 25 students aged between 9 and 10 years and the teacher/researcher. As data collection instruments, we used observation, the teacher/researcher's logbook, informal conversations and document collection. Regarding the results, it was clear to perceive the interest of the group in carrying out all the tasks, showing themselves to be motivated and involved in carrying them out, managing to achieve knowledge in the area of science, namely related to the development of practical/experimental activities based on the methodology IBL The researcher considered motivating and challenging the practical activities that emerged through the investigations of the students themselves. The fact that it was possible to acquire learning simultaneously with the students allowed the approach to the topic to be carried out in a calm and natural way, in line with their research. The fact that the teacher is a process guide leads to teamwork that leads to the acquisition of a lot of knowledge.
Currently, knowing and knowing how to put into action scientific knowledge is very important. However, this must be related to an understanding of practical/experimental activities, which arise in different contexts. In this way, we can say that developing practical/experimental activities based on Inquiry Based Learning (IBL) methodology has never been as relevant as it is now. Thus, the development of these competences must be worked on from the first years and be developed in the following study cycles. On the other hand, when it comes to students of the 1st cycle of basic education, the use of this type of practice is assumed as an essential and fundamental element. It promotes learning, since it allows, in an investigative way, to motivate students, appropriate scientific knowledge and develop skills and competences. In this way, it was felt the need to elaborate a proposal of activities, inserted in the theme of the Portuguese Discoveries (at the time in the group) that promoted the use of practical/experimental activities with the purpose of motivating and involving the students in the learning of the sciences, having, for this, selected the theme of the wind. This investigation is part of an interpretive paradigm, as it seeks to understand the importance of teaching science using the IBL methodology in a group of students from the 4th year of schooling of the 1st cycle of basic education, through the ways in which the participants are involved. This work was developed through an action-research, having as participants a group of 25 students aged between 9 and 10 years and the teacher/researcher. As data collection instruments, we used observation, the teacher/researcher's logbook, informal conversations and document collection. Regarding the results, it was clear to perceive the interest of the group in carrying out all the tasks, showing themselves to be motivated and involved in carrying them out, managing to achieve knowledge in the area of science, namely related to the development of practical/experimental activities based on the methodology IBL The researcher considered motivating and challenging the practical activities that emerged through the investigations of the students themselves. The fact that it was possible to acquire learning simultaneously with the students allowed the approach to the topic to be carried out in a calm and natural way, in line with their research. The fact that the teacher is a process guide leads to teamwork that leads to the acquisition of a lot of knowledge.
Description
Keywords
1º Ciclo do Ensino Básico, Ensino das Ciências, Inquiry Based Learning, atividades práticas 1st Cycle of Basic Education, Science Teaching, Inquiry Based Learning, practical activity.