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Publication
"Mundo Jurássico"
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.49 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
Desde as últimas décadas tem surgido a necessidade de integrar o ensino de
estatística nos currículos escolares desde a mais tenra idade, visto que é crucial dotar os
cidadãos de conhecimentos e competências estatísticas que lhes permitam viver num
mundo cada vez mais controlado por dados. O presente trabalho surge da reflexão de uma
futura profissional de educação, ao observar a pouca relevância que a maioria dos
educadores dão à promoção do desenvolvimento da literacia estatística em crianças da
educação pré-escolar. Desta forma, estruturou-se um trabalho com propósitos
pedagógicos e investigativos que tem por objetivo perceber a potencialidade da
metodologia do trabalho de projeto, enquanto ambiente de aprendizagem ativo, para que
as crianças do pré-escolar possam concretizar aprendizagens estatísticas significativas.
Este trabalho foi construído e desenvolvido durante o período da prática
pedagógica supervisionada, no contexto de um grupo de educação pré-escolar, com
crianças entre os 3 e os 6 anos. Para ser possível a concretização deste projeto
desenvolveu-se uma investigação-ação, do paradigma interpretativo. Os participantes
neste estudo foram as crianças desse grupo, a educadora/investigadora e a educadora
cooperante. Como instrumentos de recolha de dados foram utilizados a observação, diário
de bordo, conversas informais, tarefas de inspiração projetiva, recolha documental e
protocolos das crianças.
Relativamente aos resultados, foi evidente a importância da motivação e interesse
das crianças, presente num trabalho de projeto que parte dos seus interesses, sendo que
houve uma evolução positiva dos conhecimentos das crianças sobre dinossauros e um
desenvolvimento do seu pensamento estatístico e do seu raciocínio estatístico. A
promoção de um ambiente de aprendizagem ativo, onde as crianças participam na
construção do seu conhecimento, revela-se muito bom para que estas possam concretizar
aprendizagens estatísticas significativas e promotoras de novas aprendizagens.
Since the last decades, there has been a need to integrate the teaching of statistics in school curriculum from an early age, since it is crucial to provide citizens with statistical knowledge and competencies that allow them to live in a world increasingly controlled by data. The work we present comes from a reflexion of a future kindergarten teacher when observing the lack of relevance that most kindergarten teachers give to promoting the development of statistical literacy in preschool children. According to this, we have structured a work with pedagogical and researchable aims with the goal of understanding the potentialities of the project work methodology, as an active learning environment, so that preschool children can achieve significant statistical learning. This study was part of a pre-service training practice, developed with preschool children, heterogeneous in terms of age. We assumed an interpretative paradigm and developed an investigation-action project. The participants were the children, the educator/researcher and the cooperating teacher. Data was collected through observation, researcher’s diary, tasks inspired in projective techniques, informal conversations, documentation and children’s protocols. The results illuminate the importance of children´s motivation and interest, present in a project work that starts from their interests. There was a positive evolution of children's knowledge about dinosaurs and a development of their statistical thinking and statistical reasoning. The promotion of an active learning environment, where children participate in the construction of their knowledge, is very good for them to achieve significant statistical learning and promote new learning.
Since the last decades, there has been a need to integrate the teaching of statistics in school curriculum from an early age, since it is crucial to provide citizens with statistical knowledge and competencies that allow them to live in a world increasingly controlled by data. The work we present comes from a reflexion of a future kindergarten teacher when observing the lack of relevance that most kindergarten teachers give to promoting the development of statistical literacy in preschool children. According to this, we have structured a work with pedagogical and researchable aims with the goal of understanding the potentialities of the project work methodology, as an active learning environment, so that preschool children can achieve significant statistical learning. This study was part of a pre-service training practice, developed with preschool children, heterogeneous in terms of age. We assumed an interpretative paradigm and developed an investigation-action project. The participants were the children, the educator/researcher and the cooperating teacher. Data was collected through observation, researcher’s diary, tasks inspired in projective techniques, informal conversations, documentation and children’s protocols. The results illuminate the importance of children´s motivation and interest, present in a project work that starts from their interests. There was a positive evolution of children's knowledge about dinosaurs and a development of their statistical thinking and statistical reasoning. The promotion of an active learning environment, where children participate in the construction of their knowledge, is very good for them to achieve significant statistical learning and promote new learning.
Description
Keywords
Educação pré-escolar, matemática, literacia estatística, Preschool education, mathematics, statistical literacy, project work.