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A abordagem STEM em contexto de educação de infância: práticas e desafios de uma jovem educadora
| Name: | Description: | Size: | Format: | |
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| 2.84 MB | Adobe PDF |
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Abstract(s)
O presente estudo tem como principal objetivo analisar e compreender de que modo poderei integrar nas práticas desenvolvidas em contextos de educação de infância a abordagem STEM e os desafios com que me deparo. As questões de investigação incidiram em (a) como preparo atividades de aprendizagem STEM, (b) como concretizo atividades de aprendizagem STEM e (c) que desafios enfrento? O enquadramento teórico centra-se no ensino e aprendizagem da matemática e das ciências em contexto de educação de infância, na importância da aprendizagem integrada de saberes, na conceptualização e concretização da abordagem STEM, nomeadamente em contextos de educação de infância, e na relevância do educador assumir o papel de investigador das suas práticas. Do ponto de vista metodológico, o estudo insere-se numa abordagem qualitativa de investigação e constitui uma investigação sobre a própria prática. Neste âmbito, e sobretudo no contexto de estágios realizados em jardim de infância, propus às crianças um conjunto de atividades STEM. Os dados empíricos foram recolhidos usando a análise documental e a observação participante. Os resultados do estudo evidenciam, antes de mais, que é possível preparar e concretizar as atividades STEM em contexto de educação de infância. Evidenciam, também, a importância de ter em conta um modelo orientador das práticas que contemple todas as etapas necessárias à implementação desta abordagem. O modelo revelou-se facilitador da seleção e preparação das atividades, da organização dos materiais e do espaço e da construção de questões e ações orientadoras que foram úteis para apoiar do trabalho pelas crianças. Permitiu, ainda, responder aos desafios encontrados. Também na fase de concretização, ter o modelo como guia parece essencial para garantir o desenvolvimento das fases de design e redesign, fases que constituem grandes desafios para levar a cabo uma prática STEM sustentada. Os resultados apontam para o sucesso de possíveis aprendizagens por parte das crianças nas áreas de ciências, tecnologia, engenharia e matemática, relacionadas com as capacidades associadas aos processos e produtos do trabalho.
The main objective of this study is to analyze and understand how I can integrate the STEM approach into the practices of childhood education contexts, and what challenges will I face. The research questions are (a) how to prepare STEM learning activities, (b) how do I implement STEM learning activities, and (c) what challenges do I face? Theoretically, the study is grounded in the guidelines for the teaching and learning of Mathematics and of Science in the context of early childhood education, focusing on the importance of integrated learning. This perspective is based on the conceptualization and practice of the STEM approach, namely in childhood education contexts. The importance of the role of the educator as a researcher of its/her practices, will be addressed. From the methodological point of view, the study is an investigation about the educator practice. So, it may be situated in the scope of the qualitative research domain. Thereafter, and especially in the context of pedagogical practice in kindergarten, I proposed to the children a set of STEM activities. Empirical data were collected through documental analysis and participant observation. First, the results of the study show that it is possible to prepare and implement STEM activities in the context of early childhood education. They also highlight the importance of taking into account a guiding model of the practices that includes all steps necessary to implement this approach. The model turned out to be a facilitator of the selection and preparation of activities, of the organization of materials and space and of the construction of questions and guiding actions that were useful to support the work of children. It also allowed to respond to the challenges found. Also, in the implementation phase, having the model as a guide seems essential to ensure the development of the design and redesign phases, which are major challenges for carrying out a sustained STEM practice. The results point to the success of possible children’s’ learnings in the areas of science, technology, engineering and mathematics, related to the capacities associated with the processes and the products of their work.
The main objective of this study is to analyze and understand how I can integrate the STEM approach into the practices of childhood education contexts, and what challenges will I face. The research questions are (a) how to prepare STEM learning activities, (b) how do I implement STEM learning activities, and (c) what challenges do I face? Theoretically, the study is grounded in the guidelines for the teaching and learning of Mathematics and of Science in the context of early childhood education, focusing on the importance of integrated learning. This perspective is based on the conceptualization and practice of the STEM approach, namely in childhood education contexts. The importance of the role of the educator as a researcher of its/her practices, will be addressed. From the methodological point of view, the study is an investigation about the educator practice. So, it may be situated in the scope of the qualitative research domain. Thereafter, and especially in the context of pedagogical practice in kindergarten, I proposed to the children a set of STEM activities. Empirical data were collected through documental analysis and participant observation. First, the results of the study show that it is possible to prepare and implement STEM activities in the context of early childhood education. They also highlight the importance of taking into account a guiding model of the practices that includes all steps necessary to implement this approach. The model turned out to be a facilitator of the selection and preparation of activities, of the organization of materials and space and of the construction of questions and guiding actions that were useful to support the work of children. It also allowed to respond to the challenges found. Also, in the implementation phase, having the model as a guide seems essential to ensure the development of the design and redesign phases, which are major challenges for carrying out a sustained STEM practice. The results point to the success of possible children’s’ learnings in the areas of science, technology, engineering and mathematics, related to the capacities associated with the processes and the products of their work.
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Keywords
Abordagem STEM Atividades integradas Educação de infância Práticas do educador STEM approach Integrative activities Childhood education Practices of early childhood educator