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Relatório de estágio. Prática de Pedagógica Supervisionada. Como vamos aprender a estudar?
| Name: | Description: | Size: | Format: | |
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| 1.75 MB | Adobe PDF |
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Abstract(s)
Os hábitos de estudo são reconhecidos por diversos investigadores, como um processo contínuo que apresenta uma evidente correlação entre o desempenho e o sucesso escolar dos alunos. Apesar de ser uma área que tem vindo a ser alvo de uma maior preocupação, ainda são poucas as escolas e professores que no nosso parecer, promovem e desenvolvem realmente estas competências de estudo, inserindo-as nas diferentes áreas curriculares e nas suas rotinas de ensino.
Diversos problemas de aprendizagem são justificados, pela ausência ou uso inadequado de estratégias de estudo e pela não existência de hábitos de trabalho favoráveis à aprendizagem. O presente trabalho emerge da reflexão de uma futura profissional de educação, ao observar a existência de algumas dificuldades em sala de aula, relacionada com fraco ritmo de trabalho, desmotivação e uma consciência muito limitada da utilidade de adotar estratégias de aprendizagem. Desta forma, estruturou-se um trabalho com propósitos pedagógicos e investigativos que tem por objetivo perceber a relevância da inclusão das estratégias nas diferentes áreas curriculares e verificar se o ensino de estratégias de estudo permitem aos alunos assumir um papel mais ativo e adquirir competências de autorregulação na aprendizagem.
Este trabalho é construído durante a Prática de Ensino Supervisionada, desenvolvido numa turma de 1.º Ciclo do Ensino Básico, do 4.º ano de escolaridade. Adotámos um paradigma interpretativo e desenvolvemos um projeto de investigação-ação. Como participantes temos a turma do 4.º ano de escolaridade e a professora/investigadora. Os instrumentos de recolha de dados foram a observação, entrevista, inquérito por questionário, diário de bordo, conversas informais e recolha documental.
Os resultados evidenciaram a relevância que os hábitos de estudo assumem no desempenho escolar de alunos do 4.ºano do Ensino Básico. Desta forma, recorremos ao programa de competências de estudo proposto por Carita et al. (1998), a partir do qual desenvolvemos parcialmente o nosso trabalho. Recorremos também ao desenvolvimento de estratégias que nos pareceram mais adequadas, tendo em conta o contexto e o grupo em questão.
Many researchers acknowledged the study habits as an ongoing process that presents a clear correlation between performance and academic success of students. Despite being an area that has been subject to greater concern, in our opinion there are still a few number of schools and teachers that promote and develop these study skills, placing them in different curriculum areas and in their own teaching routines. Many learning problems are justified by the absence or inappropriate use of study strategies and the lack of work habits conducive to the learning process. This work emerged after a deep analysis of a future primary teacher when observing the existence of some difficulties in the classroom, related to weak pace of work, demotivation and a very limited awareness of the usefulness of adopting learning strategies. According to this, we structured the work with educational and investigative purposes which aims to realize the importance of the inclusion of strategies in the different curriculum areas and ensure that the educational study strategies allow students to take a more active role and acquire self-regulation skills in the learning process. This study was part of a pre-service training practice, developed with a primary group (4th grade students). We assumed an interpretative paradigm and developed an action research project. The participants were students from 4th grade and teacher/researcher. The data collection tools were collected through observation, interview, questionnaire, researcher’s diary, informal conversations and documents. The results showed the importance that the study habits take in school performance of 4th grade students. Thus, we resorted to the study skills program proposed by Carita et al.(1998), from which partially we developed our work. Beyond this, we also resorted to strategies that seemed most appropriate, given the context and the group in question.
Many researchers acknowledged the study habits as an ongoing process that presents a clear correlation between performance and academic success of students. Despite being an area that has been subject to greater concern, in our opinion there are still a few number of schools and teachers that promote and develop these study skills, placing them in different curriculum areas and in their own teaching routines. Many learning problems are justified by the absence or inappropriate use of study strategies and the lack of work habits conducive to the learning process. This work emerged after a deep analysis of a future primary teacher when observing the existence of some difficulties in the classroom, related to weak pace of work, demotivation and a very limited awareness of the usefulness of adopting learning strategies. According to this, we structured the work with educational and investigative purposes which aims to realize the importance of the inclusion of strategies in the different curriculum areas and ensure that the educational study strategies allow students to take a more active role and acquire self-regulation skills in the learning process. This study was part of a pre-service training practice, developed with a primary group (4th grade students). We assumed an interpretative paradigm and developed an action research project. The participants were students from 4th grade and teacher/researcher. The data collection tools were collected through observation, interview, questionnaire, researcher’s diary, informal conversations and documents. The results showed the importance that the study habits take in school performance of 4th grade students. Thus, we resorted to the study skills program proposed by Carita et al.(1998), from which partially we developed our work. Beyond this, we also resorted to strategies that seemed most appropriate, given the context and the group in question.
Description
Keywords
1.º Ciclo do Ensino Básico Hábitos de estudo Autorregulação da aprendizagem Estratégias de aprendizagem Metacognição Primary school Study habits Self-regulation of learning Learning strategies Metacognition.