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QUAL O CONTRIBUTO DO DESPERTAR PARA AS CIÊNCIAS, NAS CRIANÇAS EM IDADE PRÉ-ESCOLAR?Importância das atividades práticas na aprendizagem de conceitos físico matemáticos por crianças em idade pré-escolar
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Abstract(s)
O presente estudo teve como objetivo principal perceber de que forma a implementação de atividades práticas experimentais e lúdicas contribuem para odesenvolvimento cognitivo no processo de aprendizagem do conceito demedição.
Neste sentido foram delineadas as seguintes estratégias: i) Desenharam-se três atividades práticas e implementaram-se as mesmas a diferentes grupos de crianças; ii) Monitorizaram-se os resultados diferenciando-os por faixa etária e por número de atividades realizadas; iii) Desenhou-se e aplicou-se um questionário, por forma a avaliar o impacto das atividades junto dos encarregados de educação.
Os resultados mostram que a realização de uma atividade de aprendizagem com a manipulação de instrumentos de medida produz resultados significativos no aumento da capacidade em prever e analisar resultados de uma nova experiência para as crianças da faixa etária dos 3 e 4 anos.
Em relação aos questionários realizados, e de um modo geral, os encarregados de educação consideraram que a realização das experiências teve impacto na curiosidade e na importância demostrada pelos seus educandos, relativamente ao conceito de medida e ao próprio ato da experimentação. Numa escala de 1 a 5, em média, os encarregados de educação classificaram como 4,7 a importância deste tipo de atividades. No entanto, a área mais valorizada pelos encarregados de educação foi a da Formação Pessoal e Social, sendo que a área de Conhecimento do Mundo (na qual se integra o domínio das ciências) aparece apenas em penúltimo lugar.
Este estudo parece indicar que o desenvolvimento de atividades práticas, neste contexto de educação pré-escolar, estimulou o interesse e motivação pela área das ciências, para além do elevado interesse que as crianças revelam normalmente nesta faixa etária.
The present study its main purpose to understand in what way the implementation of practical and experimental activities, in a playful learning way, can contribute to the cognitive development in the learning process of the concept of Measurement. In this sense, the strategies proposed were: i) Three experimental activities were designed and implemented in different groups of children; ii) The results were monitored, separating them in age groups and in numbers of activities performed; iii) A questionnaire was designed specifically for the people in charge of the children’s education to evaluate the impact of this activities. The results show that activities exploring manipulative pedagogic materials produce significant results in the enhance of the children’s capacities, between 3 and 4 years old, to predict the results in a new experience. In what concerns the questionnaires, parents think that the activities had a positive impact on aspects like curiosity and the importance showed by their children for the concept of measurement and the experiments itself. In a scale of 1 to 5, in average, the parents classified with 4,7 the importance of this kind of activities. However, the most valorized area was the area of Personal e Social Formation, being that the World Knowledge Area (that falls in the domain of sciences) appears in second to last place. This study showed that in this context of pre-school education the development of practical and experimental activities has arisen the interest and motivation for the areas of science, in spite of the major interest that the children of that age reveal normally.
The present study its main purpose to understand in what way the implementation of practical and experimental activities, in a playful learning way, can contribute to the cognitive development in the learning process of the concept of Measurement. In this sense, the strategies proposed were: i) Three experimental activities were designed and implemented in different groups of children; ii) The results were monitored, separating them in age groups and in numbers of activities performed; iii) A questionnaire was designed specifically for the people in charge of the children’s education to evaluate the impact of this activities. The results show that activities exploring manipulative pedagogic materials produce significant results in the enhance of the children’s capacities, between 3 and 4 years old, to predict the results in a new experience. In what concerns the questionnaires, parents think that the activities had a positive impact on aspects like curiosity and the importance showed by their children for the concept of measurement and the experiments itself. In a scale of 1 to 5, in average, the parents classified with 4,7 the importance of this kind of activities. However, the most valorized area was the area of Personal e Social Formation, being that the World Knowledge Area (that falls in the domain of sciences) appears in second to last place. This study showed that in this context of pre-school education the development of practical and experimental activities has arisen the interest and motivation for the areas of science, in spite of the major interest that the children of that age reveal normally.
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Keywords
conceito de medição educação pré-escolar área das ciências materiais manipulativas atividades experimentais concept of measurement pre-school education area of science manipulative materials experimental activities