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A Biodiversidade no meu Recreio: um olhar diferente
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Abstract(s)
Este estudo surgiu no âmbito do mestrado em Educação Pré-Escolar durante a Prática de Ensino Supervisionada, mais concretamente em jardim de infância, com crianças com idades compreendidas entre os 3 e os 5 anos, sendo que neste estudo, num total de 25 crianças, apenas 11 participaram.
O ponto de partida para este estudo surgiu devido ao facto de o ensino das ciências ser uma área pouco explorada pela educadora cooperante e da importância que é explorar e aprender com o espaço exterior. Para isso, realizaram-se um conjunto de atividades nas quais, as crianças se envolveram ativamente na formação das suas próprias aprendizagens, observando, experimentando, refletindo e tirando conclusões sobre o que as rodeava. Desta forma, as crianças compreendem melhor o mundo que as rodeia, conhecendo-o de uma forma mais prática e ativa.
Assim, surgiu a seguinte questão: “Qual o impacto das atividades práticas no exterior na aprendizagem das ciências?”
De forma a responder a esta questão, estabeleceram-se os seguintes objetivos: conhecer e explorar o conceito de Biodiversidade; compreender a diversidade de seres vivos existentes no espaço exterior; identificar diferentes seres vivos e desenvolver a capacidade de observação. Assumiu-se então uma metodologia qualitativa e desenvolveu-se assim uma investigação-ação integrada num do paradigma interpretativo. Como instrumentos de recolha de dados foram utilizados a observação direta, o diário de bordo e as conversas informais.
Em relação aos resultados obtidos, estes mostraram que os conceitos introduzidos junto das crianças, foram aprendidos de uma forma interessada, motivadora e lúdica, mostrando que as ciências podem ser sempre trabalhadas, seja qual for a idade.
This study emerged as part of the master's degree in Pre-School Education during the Supervised Teaching Practice, specifically in kindergarten, with children aged between 3 and 5 years, and in this study, out of a total of 25 children, only 11 participated. The starting point for this study arose due to the fact that science teaching is an area unexplored by the cooperating educator and the importance of exploring and learning in the outdoor. To this end, a set of activities were carried out in which children were actively involved in their own training by learning, observing, experimenting, reflecting and drawing conclusions about their surroundings. In this way, children better understand the world around them, getting to know it in a more practical and active way. Thus, the following question arose: "What is the impact of hands-on outdoor activities on science learning?" To answer this question, the following objectives were established: know and explore the concept of Biodiversity; understand the diversity of living beings existing in the outdoor; identify different living beings and develop the ability to observe. A qualitative methodology was assumed and an action research integrated in an interpretative paradigm was developed. Direct observation, logbook and informal conversations were used as data collection tools. The results obtained demonstrate that the concepts that were introduced in the group of children were learned in a interested, motivating and playful way, proving that science can be always worked and teached even with small children, regardless their age.
This study emerged as part of the master's degree in Pre-School Education during the Supervised Teaching Practice, specifically in kindergarten, with children aged between 3 and 5 years, and in this study, out of a total of 25 children, only 11 participated. The starting point for this study arose due to the fact that science teaching is an area unexplored by the cooperating educator and the importance of exploring and learning in the outdoor. To this end, a set of activities were carried out in which children were actively involved in their own training by learning, observing, experimenting, reflecting and drawing conclusions about their surroundings. In this way, children better understand the world around them, getting to know it in a more practical and active way. Thus, the following question arose: "What is the impact of hands-on outdoor activities on science learning?" To answer this question, the following objectives were established: know and explore the concept of Biodiversity; understand the diversity of living beings existing in the outdoor; identify different living beings and develop the ability to observe. A qualitative methodology was assumed and an action research integrated in an interpretative paradigm was developed. Direct observation, logbook and informal conversations were used as data collection tools. The results obtained demonstrate that the concepts that were introduced in the group of children were learned in a interested, motivating and playful way, proving that science can be always worked and teached even with small children, regardless their age.
Description
Keywords
Ensino outdoor, Pré-Escolar, Ensino das Ciências, Atividades Práticas, Biodiversidade. Outdoor teaching, Preschool, Science Teaching, Practical Activities, Biodiversity.