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Desenvolvimento do pensamento computacional e aprendizagens sobre representações gráficas, moda, mínimo e máximo usando applets da plataforma Hypatiamat
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O presente relatório final resulta do trabalho desenvolvido ao longo dos estágios integrados nas unidades curriculares Prática Educativa I e II, do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico.
Este documento encontra-se organizado em três partes principais: 1) Introdução; 2) Componente Investigativa e 3) Componente Reflexiva.
A Componente Investigativa incide sobre uma investigação realizada no âmbito do estágio correspondente à Prática Educativa I, concretizada numa turma do 4.º ano de escolaridade do 1.º Ciclo do Ensino Básico. A investigação teve como objetivo responder à seguinte questão: De que forma as applets “Diagrama de Caule-e-Folhas” e “Organização e tratamento de dados- moda, média e mediana”, da Plataforma Hypatiamat promovem nos alunos aprendizagens sobre representações gráficas, moda, mínimo e máximo e desenvolvem o Pensamento Computacional? Para sustentar a investigação, apresenta-se inicialmente uma fundamentação teórica relativa aos conceitos a ela relacionados. O Plano de Ação implementado foi constituído por um conjunto de sessões, que integraram as applets “Diagrama de Caule-e-Folhas” e “Organização e tratamento de dados- moda, média e mediana” da Plataforma Hypatiamat, com o objetivo de verificar a sua influência no desenvolvimento do Pensamento Computacional e aprendizagens sobre diagrama de caule-e-folhas simples e duplo, a moda, o mínimo e o máximo.
Trata-se de uma investigação de natureza mista, de índole interpretativo e design de investigação-ação. A recolha de dados foi realizada pela professora estagiária, assumindo o papel de investigadora participante. Foram utilizados diversos instrumentos de recolha de dados, nomeadamente registos de notas de campo, documentos preenchidos pelos alunos, fotografias, vídeos, gravações de áudio e de ecrã, os quais serviram de base à construção de Narrações Multimodais. Os resultados evidenciam que os alunos do 4.º ano de escolaridade do 1.º Ciclo do Ensino Básico obtiveram melhorias significativas no Nível Global de Conhecimento e no Desempenho Global. Conclui-se que a integração das applets “Diagrama de Caule-e-Folhas” e “Organização e tratamento de dados- moda, média e mediana”, juntamente com as Práticas de Ensino Exploratório delineadas, contribuiu para que os alunos desenvolvessem o Pensamento Computacional em simultâneo com aprendizagens sobre o diagrama de caule-e-folhas simples e duplo, a moda, o mínimo e o máximo.
A Componente Reflexiva inclui três reflexões críticas sobre o percurso da professora estagiária nos estágios realizados, designadamente no 1.º Ciclo do Ensino Básico e no 2.º Ciclo do Ensino Básico, nas áreas da Matemática e Ciências Naturais. Conclui-se este relatório com uma análise do impacto destes estágios no desenvolvimento profissional da professora estagiária
This final report results from the work developed throughout the internships integrated into the curricular units Supervised Teaching Practice I and II of the Master in Primary School Training and 2nd Grade School Teaching in Mathematics and Experimental Sciences. The document is organised into three main parts: (1) Introduction; (2) Research section and (3) Reflective section. The Investigative Component focuses on an investigation carried out during the internship corresponding to Supervised Teaching Practice I, in a 4th year of primary school. The study aimed to address the following research question: In what ways do the applets “Stem-and-Leaf Diagram” and “Data Organisation and Processing – Mode, Mean, and Median” from the Hypatiamat Platform promote pupils’ understanding of graphical representations and data analysis, and how do they foster Computational Thinking? To support the investigation, a theoretical framework was first developed regarding the key concepts related to the study. The implemented action plan consisted of a set of sessions integrating the applets “Stem-and-Leaf Diagram” and “Data Organisation and Processing – Mode, Mean, and Median” from the Hypatiamat Platform, with the purpose of examining their impact on the development of Computational Thinking and on pupils’ learning of simple and double stem-and-leaf diagrams, as well as the concepts of mode, minimum, and maximum. This study follows a mixed-methods approach, interpretative in nature, and adopts an action-research design. Data collection was carried out by the student teacher, who assumed the role of participant researcher. Several data collection instruments were used, namely field notes, students’ written work, photographs, videos, audio and screen recordings, which served as the basis for the construction of Multimodal Narratives. The results indicate that the 4th-grade pupils from Primary Education showed significant improvements in both their Overall Knowledge Level and Overall Performance. It is concluded that the integration of the applets “Stem-and-Leaf Diagram” and “Data Organisation and Processing – Mode, Mean, and Median,” together with the Exploratory Teaching Practices implemented, contributed to the simultaneous development of Computational Thinking and the learning of the concepts of simple and double stem-and-leaf diagrams, mode, minimum, and maximum. The Reflective Component includes three critical reflections on the student teacher’s experience during the internships undertaken in both the Primary School and 2nd Grade School, within the subject areas of Mathematics and Natural Sciences. The report concludes with an analysis of the impact of these internships on the professional development of the student teacher.
This final report results from the work developed throughout the internships integrated into the curricular units Supervised Teaching Practice I and II of the Master in Primary School Training and 2nd Grade School Teaching in Mathematics and Experimental Sciences. The document is organised into three main parts: (1) Introduction; (2) Research section and (3) Reflective section. The Investigative Component focuses on an investigation carried out during the internship corresponding to Supervised Teaching Practice I, in a 4th year of primary school. The study aimed to address the following research question: In what ways do the applets “Stem-and-Leaf Diagram” and “Data Organisation and Processing – Mode, Mean, and Median” from the Hypatiamat Platform promote pupils’ understanding of graphical representations and data analysis, and how do they foster Computational Thinking? To support the investigation, a theoretical framework was first developed regarding the key concepts related to the study. The implemented action plan consisted of a set of sessions integrating the applets “Stem-and-Leaf Diagram” and “Data Organisation and Processing – Mode, Mean, and Median” from the Hypatiamat Platform, with the purpose of examining their impact on the development of Computational Thinking and on pupils’ learning of simple and double stem-and-leaf diagrams, as well as the concepts of mode, minimum, and maximum. This study follows a mixed-methods approach, interpretative in nature, and adopts an action-research design. Data collection was carried out by the student teacher, who assumed the role of participant researcher. Several data collection instruments were used, namely field notes, students’ written work, photographs, videos, audio and screen recordings, which served as the basis for the construction of Multimodal Narratives. The results indicate that the 4th-grade pupils from Primary Education showed significant improvements in both their Overall Knowledge Level and Overall Performance. It is concluded that the integration of the applets “Stem-and-Leaf Diagram” and “Data Organisation and Processing – Mode, Mean, and Median,” together with the Exploratory Teaching Practices implemented, contributed to the simultaneous development of Computational Thinking and the learning of the concepts of simple and double stem-and-leaf diagrams, mode, minimum, and maximum. The Reflective Component includes three critical reflections on the student teacher’s experience during the internships undertaken in both the Primary School and 2nd Grade School, within the subject areas of Mathematics and Natural Sciences. The report concludes with an analysis of the impact of these internships on the professional development of the student teacher.
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1.º Ciclo do Ensino Básico Pensamento Computacional Literacia Estatística Ensino Exploratório Diagrama de caule-e-folhas Plataforma Hypatiamat Narrações Multimodais Primary School Computational Thinking Statistical Literacy Exploratory Teaching Stem-and-Leaf Diagram Hypatiamat Platform Multimodal Narratives