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Interação e feedback na revisão de folhetos num 3º ano de escolaridade
| Name: | Description: | Size: | Format: | |
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| 3.99 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatório de investigação surge no âmbito da Unidade Curricular Estágio no 1.º e no 2.º Ciclos e foi desenvolvido numa turma do 3.º ano de escolaridade. Este estudo tem como questão geral de investigação: De que forma a interação metalinguística e o feedback escrito contribuem para melhorar a competência de escrita num 3.º ano de escolaridade? Para responder à questão definiu-se um objetivo geral: compreender o contributo do feedback escrito e das interações orais no processo de revisão de textos no 3.º ano de escolaridade e dois objetivos específicos: (i) caracterizar o efeito do feedback escrito por pares e pela professora a partir da análise de interações durante a etapa de revisão da escrita e (ii) caracterizar o efeito do feedback escrito comparando a versão inicial e final da escrita de folhetos. Cada um destes objetivos orienta as respetivas questões específicas de investigação: 1 - De que forma a análise das interações nos permite aceder ao raciocínio dos alunos, na compreensão do feedback escrito por pares e pela professora? 2 - Qual o efeito do feedback escrito e da reflexão metalinguística oral na revisão da escrita de folhetos num 3.º ano de escolaridade? Para a concretização deste estudo foi utilizada uma metodologia de natureza qualitativa, baseada na recolha de dados a partir das tarefas realizadas ao longo da intervenção. Para a recolha de dados foram utilizadas técnicas como a observação participante, recorrendo a gravações áudio das interações dos alunos, a recolha documental e um inquérito por entrevista à professora-cooperante. Durante a intervenção pedagógica foram realizadas sete sessões com diferentes fases, baseadas no modelo de sequência didática de escrita (Barbeiro & Pereira, 2007). Os resultados obtidos demonstram que existiu uma melhoria global nas produções textuais dos alunos, concluindo-se que a interação metalinguística a partir do feedback escrito contribuiu para melhorar a competência de escrita de folhetos.
This research report is part of the Internship Course Unit in the 1st and 2nd Cycles and was developed in a 3rd grade class. The general research question of this study is: How do metalinguistic interaction and written feedback contribute to improving writing skills in the 3rd year of schooling? To answer this question, a general objective was defined: to understand the contribution of written feedback and oral interactions in the text revision process in the 3rd year of schooling, and two specific objectives: (i) to characterize the effect of written feedback from peers and the teacher based on the analysis of interactions during the writing revision stage and (ii) to characterize the effect of written feedback by comparing the initial and final versions of the leaflets. Each of these objectives guides the respective specific research questions: 1 - How does the analysis of interactions allow us to access students' reasoning in understanding written feedback from peers and teachers? 2 - What is the effect of written feedback and oral metalinguistic reflection on the revision of leaflet writing in the 3rd grade? The study followed a qualitative methodology, based on data collection from tasks performed throughout the intervention. Data were collected through participant observation, audio recordings of student interactions, document collection, and an interview survey with the cooperating teacher. During the teaching intervention, seven sessions were held with different phases, based on the didactic sequence of writing model (Barbeiro & Pereira, 2007). The results indicate that there was an overall improvement in the students’ textual productions, concluding that metalinguistic interaction based on written feedback contributed to improving their brochure writing skills.
This research report is part of the Internship Course Unit in the 1st and 2nd Cycles and was developed in a 3rd grade class. The general research question of this study is: How do metalinguistic interaction and written feedback contribute to improving writing skills in the 3rd year of schooling? To answer this question, a general objective was defined: to understand the contribution of written feedback and oral interactions in the text revision process in the 3rd year of schooling, and two specific objectives: (i) to characterize the effect of written feedback from peers and the teacher based on the analysis of interactions during the writing revision stage and (ii) to characterize the effect of written feedback by comparing the initial and final versions of the leaflets. Each of these objectives guides the respective specific research questions: 1 - How does the analysis of interactions allow us to access students' reasoning in understanding written feedback from peers and teachers? 2 - What is the effect of written feedback and oral metalinguistic reflection on the revision of leaflet writing in the 3rd grade? The study followed a qualitative methodology, based on data collection from tasks performed throughout the intervention. Data were collected through participant observation, audio recordings of student interactions, document collection, and an interview survey with the cooperating teacher. During the teaching intervention, seven sessions were held with different phases, based on the didactic sequence of writing model (Barbeiro & Pereira, 2007). The results indicate that there was an overall improvement in the students’ textual productions, concluding that metalinguistic interaction based on written feedback contributed to improving their brochure writing skills.
Description
Keywords
Interação metalinguística Escrita Revisão textual Feedback escrito Metalinguistic interaction Writing Textual revision Written feedback