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Literacia financeira no 1.º CEB: o papel do jogo na natureza no desenvolvimento da aprendizagem
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Considerando a importância que o jogo na natureza pode ter na aprendizagem das crianças, realizou-se um estudo com duas turmas do 4.º ano de escolaridade, um grupo de controlo (GC) e um grupo experimental (GE), no ano letivo 2021/22, do 1.º Ciclo do Ensino Básico (CEB) de um agrupamento de escolas do concelho de Coimbra. O estudo, que teve por objetivo analisar a influência do jogo na aprendizagem de conteúdos de Literacia Financeira (LF), desenvolveu-se em três fases: (i) a fase pré-intervenção, com a aplicação aos alunos de ambos os grupos de um teste com conteúdos em LF, para fazer o levantamento das aprendizagens já realizadas; (ii) a fase de intervenção que, relativamente ao GE, se desenvolveu em dois contextos, natureza e sala de aula, durante 12 sessões de trinta minutos, em cada contexto. Na natureza, os alunos participaram em atividades lúdicas que passaram pelo reconhecimento e preparação do terreno e culminaram num jogo, baseado no Monopólio, para desenvolverem as suas aprendizagens em LF. Na sala de aula, estas aprendizagens foram desenvolvidas através de trabalhos de pesquisa em grupo; O GC desenvolveu atividades em LF, recorrendo ao modelo tradicional com a realização de exercícios disponíveis no manual adotado e/ou fornecidos pela respetiva Professora Titular de Turma; (iii) a fase pós-intervenção, voltou a contar com a aplicação de um teste, a ambos os grupos, a fim de se perceber qual a influência da fase de intervenção, no que diz respeito à aprendizagem de conteúdos de LF. Os resultados do estudo mostram que os alunos do GE obtiveram melhores resultados comparativamente com os alunos do GC, pelo que se pode concluir que existe uma influência do uso do jogo na natureza nas aprendizagens efetivas dos alunos sobre conteúdos de LF.
Considering the importance of playing in nature for children's learning, a study was conducted with two 4th-grade classes: a control group (CG) and an experimental group (EG) during the 2021/22 school year of the primary school (CEB) in a group of schools in the municipality of Coimbra. The study aimed to analyse the influence of playing on the70 Currículo e Formação de Educadores e Professores learning of Financial Literacy (FL) content and was conducted in three phases: (i) the preintervention phase, where a test with FL content was administered to students in both groups to assess their current knowledge; (ii) the intervention phase, which for the EG was conducted in two contexts, nature and classroom, with 12 thirty-minute sessions each. In nature, students participated in playful activities that involved recognizing and preparing the space and culminated in a game based on Monopoly to develop their FL learning. In the classroom, this learning was developed through group research work, while the CG used the traditional model with exercises available in the adopted manual and/or provided by their respective Teacher; (iii) the post-intervention phase, which involved administering a test to both groups to understand the influence of the intervention phase on the learning of FL content. The study's results showed that EG students obtained better results compared to CG students, indicating that using game in nature influences the effective learning of FL content by students.
Considering the importance of playing in nature for children's learning, a study was conducted with two 4th-grade classes: a control group (CG) and an experimental group (EG) during the 2021/22 school year of the primary school (CEB) in a group of schools in the municipality of Coimbra. The study aimed to analyse the influence of playing on the70 Currículo e Formação de Educadores e Professores learning of Financial Literacy (FL) content and was conducted in three phases: (i) the preintervention phase, where a test with FL content was administered to students in both groups to assess their current knowledge; (ii) the intervention phase, which for the EG was conducted in two contexts, nature and classroom, with 12 thirty-minute sessions each. In nature, students participated in playful activities that involved recognizing and preparing the space and culminated in a game based on Monopoly to develop their FL learning. In the classroom, this learning was developed through group research work, while the CG used the traditional model with exercises available in the adopted manual and/or provided by their respective Teacher; (iii) the post-intervention phase, which involved administering a test to both groups to understand the influence of the intervention phase on the learning of FL content. The study's results showed that EG students obtained better results compared to CG students, indicating that using game in nature influences the effective learning of FL content by students.
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literacia financeira jogo integração disciplinar natureza financial literacy game curricular integration nature
Contexto Educativo
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Licença CC
Sem licença CC