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O contributo das atividades experimentais para a aprendizagem do estudo do meio: um estudo numa turma do 3.º Ano de escolaridade
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O presente estudo centra-se numa investigação desenvolvida no âmbito do estágio de formação inicial de professores do 1.º Ciclo do Ensino Básico. Focado no ensino das ciências, tem como propósito compreender o contributo das atividades experimentais para a aprendizagem dos alunos do 3.º ano no domínio do Estudo do Meio, explorando temáticas como a luz, a presença de amido nos alimentos e os fatores ambientais que influenciam o crescimento das plantas. A intervenção pedagógica teve como objetivos promover a construção de conhecimentos científicos, mobilizar capacidades de observação, experimentação e registo, e analisar as perceções dos alunos acerca das atividades realizadas. Procurou-se, ainda, compreender os desafios que os professores enfrentam quando implementam práticas experimentais em sala de aula. A investigação assumiu uma natureza qualitativa, enquadrada numa investigação sobre a prática. Os dados foram recolhidos através da observação participante, de inquérito por questionário, de entrevista e da análise documental das produções dos alunos ao longo de quatro atividades experimentais. A triangulação destes instrumentos permitiu obter uma visão aprofundada sobre o impacto das atividades na aprendizagem e no envolvimento dos alunos. Os resultados obtidos parecem indicar que as atividades experimentais promovem aprendizagens significativas, favorecendo a compreensão de conceitos científicos e estimulando a curiosidade e o pensamento crítico. Evidenciam, ainda, que as tarefas que envolveram maior participação ativa dos alunos suscitaram maior motivação e facilitaram a construção de explicações fundamentadas. Paralelamente, este estudo evidenciou um conjunto de desafios frequentemente enfrentados pelos professores na implementação deste tipo de atividades. Entre eles destacam-se a gestão de tempo e do trabalho em grupo, a adequação dos comportamentos por parte dos alunos, a falta de material adequado, para a realização de algumas atividades laboratoriais e, ainda, a falta de confiança por parte dos docentes face aos conteúdos científicos.
This study focuses on an investigation carried out within the context of initial teacher education for the 1st Cycle of Basic Education. Centred on science teaching, it aims to understand the contribution of experimental activities in the learning process of 3rd grade students at the subject of Environmental Studies, addressing topics such as light, the presence of starch in food, and factors influencing plant growth. The pedagogical intervention sought to promote the development of scientific knowledge, enhance observation, experimentation, and recording skills, and analyse students perception of the activities. Additionally, it aimed to identify challenges faced by teachers when implementing experimental practices in the classroom. The research followed a qualitative approach, framed as practice-based research. Data were collected through participant observation, questionnaires, interviews, and documental analysis of students work produced throughout four experimental activities. The triangulation of these tools provided an in-depth understanding of the impact of the activities on students learning and engagement. The results suggest that the experimental activities promoted meaningful learning, supported the understanding of scientific concepts, and fostered curiosity and critical thinking. They also indicate that tasks requiring active student participation, enhanced motivation and facilitated the construction of evidence-based explanations. In parallel, this study also highlighted a set of challenges frequently faced by teachers in the implementation of this type of activity. Among them are time management and student’s behaviour, the lack of adequate materials for carrying out certain tasks, and the lack of confidence teachers often feel regarding scientific content.
This study focuses on an investigation carried out within the context of initial teacher education for the 1st Cycle of Basic Education. Centred on science teaching, it aims to understand the contribution of experimental activities in the learning process of 3rd grade students at the subject of Environmental Studies, addressing topics such as light, the presence of starch in food, and factors influencing plant growth. The pedagogical intervention sought to promote the development of scientific knowledge, enhance observation, experimentation, and recording skills, and analyse students perception of the activities. Additionally, it aimed to identify challenges faced by teachers when implementing experimental practices in the classroom. The research followed a qualitative approach, framed as practice-based research. Data were collected through participant observation, questionnaires, interviews, and documental analysis of students work produced throughout four experimental activities. The triangulation of these tools provided an in-depth understanding of the impact of the activities on students learning and engagement. The results suggest that the experimental activities promoted meaningful learning, supported the understanding of scientific concepts, and fostered curiosity and critical thinking. They also indicate that tasks requiring active student participation, enhanced motivation and facilitated the construction of evidence-based explanations. In parallel, this study also highlighted a set of challenges frequently faced by teachers in the implementation of this type of activity. Among them are time management and student’s behaviour, the lack of adequate materials for carrying out certain tasks, and the lack of confidence teachers often feel regarding scientific content.
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Ensino das ciências no 1.º Ciclo do Ensino Básico Atividades experimentais Estudo do Meio Aprendizagem ativa Science education in primary school Experimental activities Environmental Studies Active learning