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Atividades práticas em ciências na educação de infância : A escala de envolvimento da criança como ‘reguladora’ do processo
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Advisor(s)
Abstract(s)
A educação em ciências tem assumido um papel cada vez mais preponderante na educação pré-escolar. As orientações curriculares apontam para a importância da área do Conhecimento do Mundo para o desenvolvimento pleno da criança, através da sensibilização para a literacia científica consubstanciada na atitude e metodologia própria das ciências.
Para que se possa percecionar o impacto das atividades práticas na aprendizagem de ciências optou-se por avaliar o envolvimento através da Escala de Envolvimento para Crianças (Laevers, 1994) integrada no referencial de qualidade de Pascal e Bertram (2009) e implementada em Portugal no Projeto Desenvolvendo a Qualidade em Parcerias (Bertram & Pascal, 2009). Pretendeu-se averiguar se as variáveis idade, tipo de atividade e fases da exploração didática obtinham variações nos níveis de envolvimento das crianças.
Utilizando a metodologia de Investigação-Ação, com uma análise quantitativa e qualitativa dos resultados recolhidos de um grupo de seis participantes, selecionados aleatoriamente, em quatro atividades experimentais diferentes, foi possível verificar que o envolvimento não apresenta diferenças significativas no tipo de atividades práticas e que não existiu uma progressão crescente de envolvimento da primeira para a última experiência. Concomitantemente, verificou-se que apenas as crianças com cinco anos revelaram envolvimento e que o único momento da exploração didática que suscitou envolvimento foi a “experimentação/verificação”.
Como principal conclusão podemos referir que a avaliação do envolvimento mostrou-se um elemento importante para reconhecer e refletir sobre as alterações e adequações a realizar nas atividades práticas em ciências.
The education in sciences is being assuming a role much more important and preponderant in pre-school education. The curricular orientations point to the importance in the area of World Knowledge for the full development of the children, trough the sensitization for the scientific literacy substantiated in attitude and methodology from proper science In order to assess the impact of practical activities in the learning of sciences, it was chosen to evaluate the evolvement trough Leuven Well Being and Involvement Scales (Laevers, 1994) integrated in the referential of quality of Pascal and Bertram (2009) and implemented in Portugal on the Project Developing the Quality in Partnerships (Bertram & Pascal, 2009). The goal was to verify if variables like age, type of activities and stages of the didactic exploration could obtain variations in the levels of children involvement. Using Action-Research methodology with a quantitative and qualitative analysis of the results recollected from a six participants group, random selected in four different experimental activities, it was possible to verify that involvement level didn’t present significantly differences in the type of practical activities and that gradual progressive involvement was not existed from the first to the last experience. Concomitantly, it was verified that only children with five years have revealed involvement and that the only time of the didactic exploitation that raised involvement was “experimentation/ verification." As the main conclusion we can refer that involvement evaluation show us as an important element to identify and reflect about the changes and the adequacies need to be made in science based practical activities.
The education in sciences is being assuming a role much more important and preponderant in pre-school education. The curricular orientations point to the importance in the area of World Knowledge for the full development of the children, trough the sensitization for the scientific literacy substantiated in attitude and methodology from proper science In order to assess the impact of practical activities in the learning of sciences, it was chosen to evaluate the evolvement trough Leuven Well Being and Involvement Scales (Laevers, 1994) integrated in the referential of quality of Pascal and Bertram (2009) and implemented in Portugal on the Project Developing the Quality in Partnerships (Bertram & Pascal, 2009). The goal was to verify if variables like age, type of activities and stages of the didactic exploration could obtain variations in the levels of children involvement. Using Action-Research methodology with a quantitative and qualitative analysis of the results recollected from a six participants group, random selected in four different experimental activities, it was possible to verify that involvement level didn’t present significantly differences in the type of practical activities and that gradual progressive involvement was not existed from the first to the last experience. Concomitantly, it was verified that only children with five years have revealed involvement and that the only time of the didactic exploitation that raised involvement was “experimentation/ verification." As the main conclusion we can refer that involvement evaluation show us as an important element to identify and reflect about the changes and the adequacies need to be made in science based practical activities.
Description
Mestrado em Educação Pré-Escolar
Keywords
Educação pré-escolar Atividades práticas em Ciências Qualidade Envolvimento Preschool Education Quality Involvement Practical Activities in Sciences
Citation
Publisher
Instituto Politécnico de Portalegre - Escola Superior de Educação