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As Atividades Práticas influenciam a aprendizagem das ciências?
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Abstract(s)
As atividades práticas são um recurso não suficientemente utilizado no ensino das ciências, mas as mesmas têm um papel fundamental na aprendizagem dos alunos. Com este estudo queremos comprovar os benefícios das atividades práticas, e como as mesmas devem ser utilizadas nas escolas para uma aprendizagem mais diversificada.
O presente trabalho surgiu da reflexão de uma futura profissional de educação que observou numa escola TEIP (Territórios Educativos de Intervenção Prioritária) a implementação do ensino tradicional. Nesta escola os alunos mostravam várias necessidades de aprendizagem. Como tal, organizámos um trabalho com propósitos pedagógicos diferenciados, propondo a implementação de um conjunto de atividades práticas. Com isso, pretendíamos promover a aprendizagem dos alunos no âmbito das Ciências da Natureza, mais concretamente no que respeita a categorizar as plantas relacionando-as com o seu habitat, conteúdos a abordar numa turma do 2.º ano do 1.º Ciclo do Ensino Básico). Neste sentido, concebemos e implementámos uma proposta de intervenção composta de várias atividades práticas relacionadas com este tema e desenvolvidas em conjunto com estes alunos. Esta proposta surge assim para promover a aprendizagem dos alunos fazendo-os estabelecer uma relação direta com o que aprendem.
Este trabalho foi realizado durante três meses. Adotámos um paradigma interpretativo e desenvolvemos um projeto de investigação-ação, contando com a participação de uma turma de 2.º ano de escolaridade do 1.º Ciclo do Ensino Básico, da professora/investigadora e do professor titular.
Os instrumentos de recolha de dados foram a observação, o diário de bordo, as conversas informais e a recolha documental. No que diz respeito aos resultados, salientamos que os alunos assumiram uma postura positiva em relação a toda a proposta. Constatámos que se sentiam mais motivados com a sua aprendizagem e que a mesma era significativa tendo sido mais participativos do que o normal.
Practical activities are a resource not used enough in science teaching, but they play a fundamental role in learning. With this study we want to verify the benefits of practical activities, and how they should be used in schools for a more diverse learning. The present work emerged from the reflection of a future education professional that observed the implementation of traditional teaching in a TEIP (Educational Territories of Priority Intervention) school. At this school, students showed diverse learning needs. So, we organized and implemented a set of practical activities with different pedagogical purposes. With this, we intended to promote students' learning in the context of Natural Sciences, more specifically with regard to categorizing plants in their habitat according to contents of the 2nd year of the 1st Cycle of Elementary School). In this sense, we designed and implemented an intervention proposal made up of several practical activities related to this topic which were developed together with these students. This proposal arises to promote student learning by making them establish a direct relationship to what they learn. This work was carried out during a three month’s period. We adopted an interpretative paradigm and developed an action-research project, with the participation of a 2nd year class from the 1st Cycle of Elementary School, the teacher/researcher and the main teacher. The data collection instruments were observation, the logbook, informal conversations and documentary research. Regarding the results, we highlight that the students took a positive position towards the entire proposal. We verified that they felt more motivated by their learning and that it was meaningful and motivated student’s participation.
Practical activities are a resource not used enough in science teaching, but they play a fundamental role in learning. With this study we want to verify the benefits of practical activities, and how they should be used in schools for a more diverse learning. The present work emerged from the reflection of a future education professional that observed the implementation of traditional teaching in a TEIP (Educational Territories of Priority Intervention) school. At this school, students showed diverse learning needs. So, we organized and implemented a set of practical activities with different pedagogical purposes. With this, we intended to promote students' learning in the context of Natural Sciences, more specifically with regard to categorizing plants in their habitat according to contents of the 2nd year of the 1st Cycle of Elementary School). In this sense, we designed and implemented an intervention proposal made up of several practical activities related to this topic which were developed together with these students. This proposal arises to promote student learning by making them establish a direct relationship to what they learn. This work was carried out during a three month’s period. We adopted an interpretative paradigm and developed an action-research project, with the participation of a 2nd year class from the 1st Cycle of Elementary School, the teacher/researcher and the main teacher. The data collection instruments were observation, the logbook, informal conversations and documentary research. Regarding the results, we highlight that the students took a positive position towards the entire proposal. We verified that they felt more motivated by their learning and that it was meaningful and motivated student’s participation.
Description
Keywords
Atividades Práticas; Ensino das Ciências; Escolas TEIP; Estudo do Meio; Natureza; Practical Activities; Science Teaching; TEIP Schools; Study of the Environment; Nature;