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Questionamento e desenvolvimento cognitivo dos alunos
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 9.25 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatório divide-se em duas partes que se inter-relacionam. Na primeira parte do relatório apresenta-se uma investigação realizada no contexto das Práticas de Ensino Supervisionadas (PES) nos 1º e 2º Ciclos do Ensino Básico, com o objetivo de compreender se o nível de exigência cognitiva das questões utilizadas nas aulas está adequado ao nível de desenvolvimento cognitivo dos alunos. Realizaram-se dois estudos de caso que permitiram constatar que, na maioria das áreas/disciplinas o nível de exigência cognitiva é mais baixo nas questões retiradas de fichas de avaliação que das questões retiradas de documentos de desenvolvimento; que há áreas/disciplinas que, em cada Ciclo, se destacam pelo nível de exigência cognitiva das questões muito baixo ou muito alto; e que há áreas científicas que baixam muito o nível de exigência cognitiva das questões do 1º para o 2º Ciclo.
Na segunda parte do relatório identificam-se e caracterizam-se as duas escolas onde se realizaram as PES. Apresentam-se também experiências de ensino-aprendizagem realizadas durante as referidas PES e às quais se atribuiu especial relevo. Estas experiências serão apresentadas seguindo uma lógica de portefólio, associadas à reflexão crítica e fundamentada das mesmas. Nessa reflexão serão justificadas as escolhas, os critérios utilizados, assim como a análise crítica da sua implementação e as suas principais potencialidades.
This report is divided into two parts which are interrelated. In the first part of this report is presented an investigation carried out, on the Supervised Teaching Practice (PES) in the 1st and 2nd Cycles of Basic Education context, in order to understand if the level of cognitive demand of questions used in class is appropriate for the level of cognitive development of students. There were two case studies that showed evidence that, in most areas / subjects the level of cognitive demand is lower in questions from the evaluation sheets than in questions from development documents; in each Cycle of Basic Education, there are areas / subjects; that are highlighted by the too low or too high level of cognitive demand of questions; and there are scientific areas that decreases the level of cognitive demand of questions from the 1st to the 2nd Cycle. In the second part of this report are identified and characterized the two schools where was performed the PES. There are also presented teaching-learning experiences developed during the PES, selected based on is relevance. These teaching-learning experiences will be presented following a portfolio logic, associated with his critical and grounded reflection. In this reflection the choices and the criteria used will be justified, as well as the critical analysis of its implementation and its main strengths.
This report is divided into two parts which are interrelated. In the first part of this report is presented an investigation carried out, on the Supervised Teaching Practice (PES) in the 1st and 2nd Cycles of Basic Education context, in order to understand if the level of cognitive demand of questions used in class is appropriate for the level of cognitive development of students. There were two case studies that showed evidence that, in most areas / subjects the level of cognitive demand is lower in questions from the evaluation sheets than in questions from development documents; in each Cycle of Basic Education, there are areas / subjects; that are highlighted by the too low or too high level of cognitive demand of questions; and there are scientific areas that decreases the level of cognitive demand of questions from the 1st to the 2nd Cycle. In the second part of this report are identified and characterized the two schools where was performed the PES. There are also presented teaching-learning experiences developed during the PES, selected based on is relevance. These teaching-learning experiences will be presented following a portfolio logic, associated with his critical and grounded reflection. In this reflection the choices and the criteria used will be justified, as well as the critical analysis of its implementation and its main strengths.
Description
Keywords
desenvolvimento cognitivo exigência cognitiva questionamento experiências de ensino/aprendizagem cognitive development cognitive demand questioning teaching/learning experiences