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Das ideias prévias dos alunos às explicações científicas: um estudo sobre o contributo das atividades práticas no 1.º ciclo do ensino básico
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Resumo(s)
A aprendizagem das ciências no 1.º ciclo do ensino básico tem um papel fundamental na formação dos alunos, uma vez que proporciona o desenvolvimento de diversas competências. Desde cedo que as crianças chegam à escola com ideias sobre acontecimentos do mundo, construídas a partir das suas vivências. Contudo, muitas vezes, estas são ideias inconsistentes em relação ao que é cientificamente correto. A relevância deste estudo assenta na necessidade de promover um ensino das ciências baseado nos conhecimentos dos alunos, na experimentação e na mobilização de evidências que permitam validar ou modificar as suas ideias iniciais. Assim, importa investigar em que medida as atividades práticas podem ajudar a promover a mudança concetual no ensino das ciências. A metodologia adotada assentou numa abordagem qualitativa, enquadrada no paradigma da investigação-ação. As atividades práticas implementadas foram organizadas em etapas que incluíram a recolha de ideias prévias, o desenvolvimento da atividade, o confronto cognitivo, a sistematização dos conceitos e um momento final de avaliação. Conclui-se que as atividades práticas constituem um recurso fundamental para promover a mudança concetual, ao proporcionarem experiências que permitam a recolha das ideias prévias das crianças criando oportunidades de confronto entre o que elas já sabem e os resultados obtidos. Em síntese, o estudo demonstra que as atividades práticas quando planificadas com rigor e integradas numa abordagem investigativa são essenciais para aproximar as ideias dos alunos das explicações científicas.
Science education in primary school plays a fundamental role in students' growth, as it fosters the development of various skills. From an early age, children arrive at school with ideas about world events, based on their experiences. However, these ideas are often inconsistent with what is scientifically correct. The relevance of this study lies in the need to promote science teaching based on students' knowledge, experimentation, and the mobilisation of evidence that allows them to validate or modify their initial ideas. Thus, it is important to investigate the extent to which practical activities can help promote conceptual change in science teaching. The methodology adopted was based on a qualitative approach, within the action research paradigm. The practical activities implemented were organised in stages that included the collection of prior ideas, the development of the activity, cognitive confrontation, the systematisation of concepts and a final evaluation. It was concluded that practical activities are a fundamental resource for promoting conceptual change, as they provide experiences that allow the collection of children's prior ideas, creating opportunities for confrontation between what they already know and the results obtained. In summary, the study demonstrates that practical activities, when carefully planned and integrated into an investigative approach, are essential for bringing students' ideas closer to scientific explanations.
Science education in primary school plays a fundamental role in students' growth, as it fosters the development of various skills. From an early age, children arrive at school with ideas about world events, based on their experiences. However, these ideas are often inconsistent with what is scientifically correct. The relevance of this study lies in the need to promote science teaching based on students' knowledge, experimentation, and the mobilisation of evidence that allows them to validate or modify their initial ideas. Thus, it is important to investigate the extent to which practical activities can help promote conceptual change in science teaching. The methodology adopted was based on a qualitative approach, within the action research paradigm. The practical activities implemented were organised in stages that included the collection of prior ideas, the development of the activity, cognitive confrontation, the systematisation of concepts and a final evaluation. It was concluded that practical activities are a fundamental resource for promoting conceptual change, as they provide experiences that allow the collection of children's prior ideas, creating opportunities for confrontation between what they already know and the results obtained. In summary, the study demonstrates that practical activities, when carefully planned and integrated into an investigative approach, are essential for bringing students' ideas closer to scientific explanations.
Descrição
Palavras-chave
Atividades práticas Mudança concetual Conceções alternativas Ensino das ciências no 1.º ciclo do ensino básico Practical activities Conceptual change Alternative conceptions Science teaching in primary education