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Aprender fora da sala de aula: a visita de estudo como metodologia para o envolvimento na aprendizagem de estudo do meio
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.48 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatório de investigação, desenvolvido numa turma de 4.º ano do 1.º
Ciclo do Ensino Básico, no âmbito da unidade curricular Estágio no 1.º e no 2.º Ciclos
integrada no Curso de Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de
Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico, pretende descrever de
forma reflexiva e fundamentada, a minha prática pedagógica, em que procurei utilizar
uma visita de estudo como estratégia para motivar e envolver os/as alunos/as na
aprendizagem de Estudo do Meio.
O estudo “Aprender fora da sala de aula. A visita de estudo como metodologia
para o envolvimento na aprendizagem de Estudo do Meio” teve como objetivo geral
compreender se o envolvimento dos/as alunos/as nas visitas de estudo contribui para a
aprendizagem e motivação na área do Estudo do Meio e dois objetivos específicos: (i)
Perceber como a participação na preparação da visita motiva para o processo de
aprendizagem e (ii) Perceber como a exploração da visita de estudo contribui para o
processo de aprendizagem. Com vista à concretização destes objetivos, foi definida a
seguinte questão de investigação: “Como a participação dos/as alunos/as na
preparação, realização e exploração de uma visita de estudo motiva para as
aprendizagens do Estudo do Meio?”.
Em relação às opções metodológicas, o estudo enquadra-se numa abordagem
de investigação quantitativa e qualitativa com características aproximadas ao
preconizado pela metodologia de investigação sobre a prática.
Os dados analisados permitem afirmar que as atividades propostas aos/às
alunos/as, centradas no envolvimento nas várias etapas de uma visita de estudo,
promoveram uma aprendizagem interdisciplinar e colocaram os/as alunos/as como
participantes ativos no seu processo de aprendizagem. Constatou-se, igualmente, um
maior envolvimento e interesse em relação à área do Estudo do Meio e uma maior
motivação para a realização de atividades propostas nas várias etapas de uma visita de
estudo em contexto escolar: preparação, realização e exploração.
This research report, carried out in a 4th grade class in the 1st Cycle of Basic Education, as part of the Internship 1st and 2nd Cycle course within the Master's Degree in Teaching the 1st Cycle of Basic Education and Math’s and Natural Sciences in the 2nd Cycle of Basic Education, aims to describe my teaching practice in a reflective and reasoned way, in which I tried to use a field trip as a strategy to motivate and involve students in learning environmental studies. The overall aim of the study "Learning outside the classroom. The study visit as a methodology for engaging students in learning environmental studies” was to understand whether the involvement of students in study visits contributes to learning and motivation in the area of environmental studies and two specific objectives: (i) To understand how participation in the preparation of the visit motivates the learning process and (ii) To understand how the exploration of the study visit contributes to the learning process. To realize these objectives, the following research question was defined: "How does the participation of students in preparing, carrying out and exploring a field trip motivate learning in Environmental Studies?". In terms of methodological options, the study is based on a quantitative and qualitative research approach with characteristics close to those advocated by the methodology of research into practice. The data analysis shows that the activities proposed to the students centered on involvement in the various stages of a field trip, promoted interdisciplinary learning and made the students active participants in their learning processes. There was also greater involvement and interest in the area of environmental studies and greater motivation to carry out the activities proposed in the various stages: preparation, realization and exploration.
This research report, carried out in a 4th grade class in the 1st Cycle of Basic Education, as part of the Internship 1st and 2nd Cycle course within the Master's Degree in Teaching the 1st Cycle of Basic Education and Math’s and Natural Sciences in the 2nd Cycle of Basic Education, aims to describe my teaching practice in a reflective and reasoned way, in which I tried to use a field trip as a strategy to motivate and involve students in learning environmental studies. The overall aim of the study "Learning outside the classroom. The study visit as a methodology for engaging students in learning environmental studies” was to understand whether the involvement of students in study visits contributes to learning and motivation in the area of environmental studies and two specific objectives: (i) To understand how participation in the preparation of the visit motivates the learning process and (ii) To understand how the exploration of the study visit contributes to the learning process. To realize these objectives, the following research question was defined: "How does the participation of students in preparing, carrying out and exploring a field trip motivate learning in Environmental Studies?". In terms of methodological options, the study is based on a quantitative and qualitative research approach with characteristics close to those advocated by the methodology of research into practice. The data analysis shows that the activities proposed to the students centered on involvement in the various stages of a field trip, promoted interdisciplinary learning and made the students active participants in their learning processes. There was also greater involvement and interest in the area of environmental studies and greater motivation to carry out the activities proposed in the various stages: preparation, realization and exploration.
Description
Keywords
Visita de Estudo Estudo do Meio Interdisciplinaridade Aprendizagem ativa Field trip Environmental study Interdisciplinarity Active learning