A carregar...
Publicação
As potencialidades dos mapas de conceitos para a aprendizagem significativa dos alunos de 12º ano, na unidade do sistema imunitário
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 82.17 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
Este relatório descreve o trabalho realizado com uma turma de 12º ano, do
Curso Científico-Humanístico de Ciências e Tecnologias, durante a Prática de Ensino
Supervisionada no âmbito da disciplina de Iniciação à Prática Profissional IV.
Este relatório incidiu sobre o trabalho desenvolvido com os alunos, que
contempla a planificação, idealização e estruturação dos conteúdos para trabalho em
sala de aula, mas também como pano de fundo, de uma forma transversal a toda a
prática, uma breve questão investigativa, que pretende compreender quais as
potencialidades dos mapas de conceitos, para a aprendizagem significativa dos alunos.
O trabalho desenvolvido com o grupo de dezasseis alunos, pretendia explorar
a Unidade “Imunidade e Controlo de Doenças”, do Programa Nacional de Biologia.
Este trabalho teve como base uma perspetiva construtivista da aprendizagem, cujo o
foco está centrado no aluno, mas também com base na aprendizagem significativa,
onde se reconhece que o aluno é portador de conhecimentos que influenciarão os temas
trabalhados, e por isso, a conexão de novos conceitos com o conhecimento prévio, leva
à construção e desenvolvimento da estrutura cognitiva do mesmo, pela incorporação
de novos significados.
A questão investigativa transversal à prática foi “As potencialidades dos Mapas
de Conceitos para a aprendizagem significativa dos alunos de 12ºano, na unidade do
sistema imunitário”. Pretendeu-se perceber o impacto que a utilização dos mapas de
conceitos poderia ter na organização, estudo e aprendizagem dos conteúdos
programáticos por parte dos alunos.
A análise dos resultados foi realizada com cariz descritivo e qualitativo, pela
reduzida dimensão do grupo e pela brevidade da investigação realizada. Os resultados
obtidos revelaram que os alunos reconheceram os Mapas de Conceitos como
ferramentas, que permitem uma análise e uma compilação dos conteúdos trabalhados
por subunidades, sendo, por isso, ferramentas úteis para o estudo, ajudando-os a
compreender melhor a relação entre os conceitos trabalhados.
This report describes the work carried out with a 12th grade class, from the Scientific-Humanistic Course of Sciences and Technologies, during the Supervised Teaching Practice within the scope of the discipline Initiation to Professional Practice IV. This report focused on the work developed with the students, which includes the planning, idealization and structuring of the contents for work in the classroom, but also as a background, in a transversal way to the whole practice, a brief investigative question, which aims to understand the potential of concept maps for students meaningful learning. The work developed with the group of sixteen students was intended to explore the “Immunity and Disease Control” Unit of the National Biology Program. This work was based on a constructivist perspective of learning, whose focus is centered on the student, but also based on meaningful learning, where it is recognized that the student is bearer of knowledge that will influence the themes worked, and therefore, the connection of new concepts with previous knowledge, leads to the construction and development of their cognitive structure, by the incorporation of new meanings. The investigative question transversal to the practice was “The potential of Concept Maps for the meaningful learning of 12th grade students, in the unit of the immune system”. It was intended to understand the impact that the use of concept maps could have on the organization and study of the theme by the students. The analysis of the results was carried out with a descriptive and qualitative natures, due to the small size of the group and the brevity of the investigation carried out. The results obtained revealed that the students recognized the Concept Maps as tools that allow an analysis and compilation of the contents worked in the subunits, being, therefore, useful tools for the study, helping them to better understand and learn the relationship between the concepts worked.
This report describes the work carried out with a 12th grade class, from the Scientific-Humanistic Course of Sciences and Technologies, during the Supervised Teaching Practice within the scope of the discipline Initiation to Professional Practice IV. This report focused on the work developed with the students, which includes the planning, idealization and structuring of the contents for work in the classroom, but also as a background, in a transversal way to the whole practice, a brief investigative question, which aims to understand the potential of concept maps for students meaningful learning. The work developed with the group of sixteen students was intended to explore the “Immunity and Disease Control” Unit of the National Biology Program. This work was based on a constructivist perspective of learning, whose focus is centered on the student, but also based on meaningful learning, where it is recognized that the student is bearer of knowledge that will influence the themes worked, and therefore, the connection of new concepts with previous knowledge, leads to the construction and development of their cognitive structure, by the incorporation of new meanings. The investigative question transversal to the practice was “The potential of Concept Maps for the meaningful learning of 12th grade students, in the unit of the immune system”. It was intended to understand the impact that the use of concept maps could have on the organization and study of the theme by the students. The analysis of the results was carried out with a descriptive and qualitative natures, due to the small size of the group and the brevity of the investigation carried out. The results obtained revealed that the students recognized the Concept Maps as tools that allow an analysis and compilation of the contents worked in the subunits, being, therefore, useful tools for the study, helping them to better understand and learn the relationship between the concepts worked.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Biologia e Geologia no 3º Ciclo do Ensino Básico e Ensino Secundário, 2022, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Aprendizagem Literacia científica Mapa de conceitos Motivação dos alunos Relatórios da prática de ensino supervisionada - 2022