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Metodologias ativas no estudo do meio: uma proposta educativa no 3.º ano do 1.º ciclo do ensino básico
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| 7.85 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A importância do desenvolvimento de competências pelas crianças para a compreensão de conceitos complexos, frequentes no estudo do meio, como o conceito de biodiversidade e da interdependência dos seres vivos relativamente aos fatores ambientais, motivou o planeamento e a implementação de um projeto sobre o qual incide uma componente investigativa. Pretende-se compreender de que forma uma intervenção pedagógica em educação científica baseada em metodologias ativas pode promover aprendizagens significativas por crianças do 1.º Ciclo do Ensino Básico. O foco no conceito de biodiversidade é central para a educação científica, uma vez que a compreensão do conceito é essencial para a tomada de consciência pelas crianças e consequentemente, a valorização do equilíbrio ambiental e para a consciência da interdependência entre seres vivos e fatores ambientais.
O estudo, de natureza qualitativa e interpretativo, foi desenvolvido segundo o modelo de investigação-ação de Kemmis, envolvendo sete sessões pedagógicas com uma turma que raramente utilizava metodologias ativas. As atividades foram planeadas e reformuladas a partir das dúvidas e curiosidades das crianças. Entre as principais estratégias utilizadas destacam-se atividades práticas, laboratoriais e experimentais, projetos investigativos e jogos educativos, com o objetivo de desenvolver o trabalho colaborativo, o pensamento crítico e competências de natureza investigativa.
A observação participante e os instrumentos de recolha de dados mobilizados permitiram o levantamento de dados que expressam uma evolução significativa no entendimento que as crianças fazem sobre o conceito de biodiversidade, passando de ideias simplistas e fragmentadas para uma visão mais integrada, bem como na compreensão da interdependência entre seres vivos e os fatores ambientais. Destaca-se o impacte positivo das metodologias ativas na construção de conhecimentos científicos e no desenvolvimento de competências transversais que são fundamentais para a formação da criança, contribuindo para um aumento do envolvimento e da autonomia das crianças no seu processo de aprendizagem. Conclui-se que a proposta de intervenção pedagógica contribuiu para aprendizagens significativas, reforçando a relevância das metodologias ativas na educação científica e a sua potencialidade para formar cidadãos/ãs mais críticos/as e conscientes sobre a importância da biodiversidade.
The importance of developing children's competencies for understanding complex concepts, which are frequent in environmental studies—such as the concept of biodiversity and the interdependence of living beings with environmental factors—motivated the planning and implementation of a project that includes a research component. The aim is to understand how a pedagogical intervention in science education based on active methodologies can promote meaningful learning among children in the 1st Cycle of Basic Education. The focuses on the concept of biodiversity, which is central to science education, as understanding this concept is essential for children’s awareness and, consequently, their appreciation of environmental balance and the interdependence between living beings and environmental factors. This qualitative and interpretative study was developed according to Kemmis’s action research model, involving seven pedagogical sessions with a class that rarely used active methodologies. The activities were planned and adapted based on children's questions and curiosities. The main strategies used included hands-on, laboratory, and experimental activities, investigative projects, and educational games, all aimed at fostering collaborative work, critical thinking, and investigative skills. Participant observation and data collection instruments allowed for the gathering of information that demonstrates a significant evolution in children's understanding of the concept of biodiversity, shifting from simplistic and fragmented ideas to a more integrated perspective, as well as in their comprehension of the interdependence between living beings and environmental factors. The positive impact of active methodologies on the construction of scientific knowledge and the development of transversal competencies is highlighted, as these are fundamental to children's education, contributing to increased engagement and autonomy in their learning process. It is concluded that the proposed pedagogical intervention contributed to meaningful learning, reinforcing the relevance of active methodologies in science education and their potential to shape more critical and aware citizens regarding the importance of biodiversity.
The importance of developing children's competencies for understanding complex concepts, which are frequent in environmental studies—such as the concept of biodiversity and the interdependence of living beings with environmental factors—motivated the planning and implementation of a project that includes a research component. The aim is to understand how a pedagogical intervention in science education based on active methodologies can promote meaningful learning among children in the 1st Cycle of Basic Education. The focuses on the concept of biodiversity, which is central to science education, as understanding this concept is essential for children’s awareness and, consequently, their appreciation of environmental balance and the interdependence between living beings and environmental factors. This qualitative and interpretative study was developed according to Kemmis’s action research model, involving seven pedagogical sessions with a class that rarely used active methodologies. The activities were planned and adapted based on children's questions and curiosities. The main strategies used included hands-on, laboratory, and experimental activities, investigative projects, and educational games, all aimed at fostering collaborative work, critical thinking, and investigative skills. Participant observation and data collection instruments allowed for the gathering of information that demonstrates a significant evolution in children's understanding of the concept of biodiversity, shifting from simplistic and fragmented ideas to a more integrated perspective, as well as in their comprehension of the interdependence between living beings and environmental factors. The positive impact of active methodologies on the construction of scientific knowledge and the development of transversal competencies is highlighted, as these are fundamental to children's education, contributing to increased engagement and autonomy in their learning process. It is concluded that the proposed pedagogical intervention contributed to meaningful learning, reinforcing the relevance of active methodologies in science education and their potential to shape more critical and aware citizens regarding the importance of biodiversity.
Description
Keywords
Atividades práticas laboratoriais e experimentais Biodiversidade Estudo do Meio Metodologias ativas 1.º Ciclo do Ensino Básico Active methodologies Biodiversity Practical laboratory and experimental activities Study of the environment 1st Cycle of Basic Education