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A sequência didática e a elaboração do relatório científico: um estudo com alunos do 4º ano de escolaridade
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 5.63 MB | Adobe PDF |
Authors
Abstract(s)
O presente relatório tem como objetivo documentar um estudo realizado na Unidade
Curricular de Estágio IV e decorreu numa turma de 4.º ano do Ensino Básico. A problemática
em estudo centrou-se na elaboração do Relatório Científico. Este estudo articula a área da
Língua Portuguesa com a área do Estudo do Meio com o objetivo de permitir aos alunos a
aquisição de conhecimentos sobre um novo género textual, através da implementação de
uma Sequência Didática (SD).
O estudo é de natureza qualitativa e enquadra-se na metodologia em investigação ação. A análise de dados foi realizada com recurso às produções dos alunos.
Os resultados obtidos, após a análise comparativa das Produções Iniciais e Finais dos
alunos revelam que a SD se revelou uma ferramenta bastante útil para o ensino e
aprendizagem deste género textual. Assim, conclui-se que, (i) a implementação das diferentes
fases de uma SD construída com base nos conhecimentos prévios dos alunos permitiu a
monitorização do trabalho que realizaram, de modo a adequar a prática ao contexto ao longo
do desenvolvimento do projeto, o que beneficia o processo de aprendizagem dos alunos ao
nível do género textual, neste caso concreto, o Relatório Científico e (ii) com base na
articulação entre as disciplinas de Língua Portuguesa e de Estudo do Meio, o ensino explícito
do género textual Relatório Científico possibilitou, além do desenvolvimento de competência,
dar funcionalidade à escrita, o que se traduz num maior envolvimento por parte dos alunos e,
por consequência, uma excelente estratégia de ensino e de aprendizagem e de partilha de
conhecimentos.
This report aims to document a study carried out in the Curricular Unit of Internship IV and took place in a 4th year class of primary education. The issue under study is focused on the elaboration of the Scientific Report. This study blends two subjects: the Portuguese Language with the Environmental studies area and is aiming to allow students to acquire knowledge about new textual genre, through the implementation of a Didactic Sequence (DS) This is a qualitative study and fits into the action-research methodology. Data analysis was performed using student productions. The obtained results, after a comparative analysis of the students initial and final productions, reveal that DS has proved to be a very useful tool for teaching and learning this textual genre. Thus, it is concluded that, (i) the implementation of the different phases of a DS built on the basis of a student’s prior knowledge allowed the monitoring of the work they performed, in order to adapt the practice to the context throughout the development of the project, which benefits the learning process of students in terms of the textual genre, in this specific case, the Scientific Report and (ii) based on the articulation between the subjects of Portuguese Language and Environmental studies area, the explicit teaching of the Scientific Report textual genre made possible, in addition to competence development, to give functionality to writing, which led to a bigger involvement of the students and consequently, an excellent strategy for teaching and learning and for sharing knowledge
This report aims to document a study carried out in the Curricular Unit of Internship IV and took place in a 4th year class of primary education. The issue under study is focused on the elaboration of the Scientific Report. This study blends two subjects: the Portuguese Language with the Environmental studies area and is aiming to allow students to acquire knowledge about new textual genre, through the implementation of a Didactic Sequence (DS) This is a qualitative study and fits into the action-research methodology. Data analysis was performed using student productions. The obtained results, after a comparative analysis of the students initial and final productions, reveal that DS has proved to be a very useful tool for teaching and learning this textual genre. Thus, it is concluded that, (i) the implementation of the different phases of a DS built on the basis of a student’s prior knowledge allowed the monitoring of the work they performed, in order to adapt the practice to the context throughout the development of the project, which benefits the learning process of students in terms of the textual genre, in this specific case, the Scientific Report and (ii) based on the articulation between the subjects of Portuguese Language and Environmental studies area, the explicit teaching of the Scientific Report textual genre made possible, in addition to competence development, to give functionality to writing, which led to a bigger involvement of the students and consequently, an excellent strategy for teaching and learning and for sharing knowledge
Description
Keywords
Relatório Científico Sequência Didática 1º Ciclo do Ensino Básico Scientific Report Didactic Sequence Primary Education (1st cycle education in Portuguese)