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A aprendizagem cooperativa para uma maior motivação dos alunos no processo de aprendizagem : utilização do método Jigsaw numa turma de Economia A, do 11º ano de escolaridade
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| 1.28 MB | Adobe PDF |
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O presente relatório de prática de ensino supervisionada (RPES), previsto na unidade curricular de IPP IV do Mestrado em Ensino de Economia e Contabilidade, do Instituto de Educação da Universidade de Lisboa, tem como objetivo entender de que forma a utilização do método Jigsaw da Aprendizagem Cooperativa, numa turma do 11º ano de Economia A, é potenciadora do desenvolvimento de motivação e de aprendizagens em alunos de diferentes nacionalidades e culturas. Este relatório de cariz investigativo e qualitativo sobre a prática pedagógica analisa a motivação dos alunos e a sua interação com diferentes culturas. A prática de ensino, com a planificação de 5 aulas de 100 minutos cada, e a recolha de dados foi realizada durante o mês de fevereiro de 2025, numa escola da Área Metropolitana do Porto. Para alcançar os objetivos planeados, durante os dois anos do ensino supervisionado, e além da análise documental, aplicaram-se os seguintes instrumentos para observação, registo e recolha de dados: o diário de campo, para registo das atividades, interações e comportamentos observados e reflexão; a entrevista e o questionário à professora e aos alunos; e as grelhas de observação com registos de assiduidade, pontualidade, interação, responsabilidade, motivação e desempenho. Na sequência da análise documental realizada e das aulas lecionadas em IPP IV, evidenciou-se que a metodologia de trabalho cooperativo, nomeadamente o método Jigsaw, induziu a uma maior motivação e melhoria de aprendizagem, estimulando os alunos a trabalharem de forma interdependente para concluir o trabalho proposto pela professora. Com o método aplicado, os alunos são distribuídos por grupos heterogéneos, pressupondo-se o desenvolvimento de competências de cooperação pela interação entre alunos de diferentes nacionalidades e culturas. O reduzido número de alunos limitou os resultados da análise, mas tal também constituiu uma mais valia, por permitir a disponibilização de mais tempo por grupo, um maior apoio, o esclarecimento de dúvidas e feedback positivo por parte da professora.
This Supervised Teaching Practice Report (RPES), as outlined in the IPP IV course unit of the Master's Degree in Teaching Economics and Accounting at the Institute of Education of the University of Lisbon, aims to understand how the use of the Jigsaw method of Cooperative Learning in an 11th-grade Economics A class fosters the development of motivation and learning among students from different nationalities and cultures. This investigative report on pedagogical practice seeks to analyze students' motivation and intercultural interaction. This project is a qualitative study; the teaching practice and data collection were carried out during February 2025 at a school in the Porto Metropolitan Area. The academic schedule consisted of planning five 100-minute lessons. During the two years of supervised teaching, to achieve the planned objectives, in addition to document analysis, the following tools were used to collect data and information through observation, records, and surveys: a field journal to record activities, interactions, and observed behaviors and for reflection; interviews and questionnaires administered to the teacher and students; observation grids recording attendance, punctuality, interaction, responsibility, motivation, and performance. Following the document analysis carried out and the lessons taught in IPP IV, it was found that the cooperative learning methodology, specifically the Jigsaw method, led to greater motivation and improved learning, as students work interdependently to complete the tasks proposed by the teacher. With the applied method, students are placed in pre-defined heterogeneous groups, which presupposes the development of cooperative skills through interaction with students from other nationalities and cultures. The small number of students limited the results of the analysis, but that was also an added advantage, as it allowed more time per group, more support, clarification of doubts and positive feedback by the teacher.
This Supervised Teaching Practice Report (RPES), as outlined in the IPP IV course unit of the Master's Degree in Teaching Economics and Accounting at the Institute of Education of the University of Lisbon, aims to understand how the use of the Jigsaw method of Cooperative Learning in an 11th-grade Economics A class fosters the development of motivation and learning among students from different nationalities and cultures. This investigative report on pedagogical practice seeks to analyze students' motivation and intercultural interaction. This project is a qualitative study; the teaching practice and data collection were carried out during February 2025 at a school in the Porto Metropolitan Area. The academic schedule consisted of planning five 100-minute lessons. During the two years of supervised teaching, to achieve the planned objectives, in addition to document analysis, the following tools were used to collect data and information through observation, records, and surveys: a field journal to record activities, interactions, and observed behaviors and for reflection; interviews and questionnaires administered to the teacher and students; observation grids recording attendance, punctuality, interaction, responsibility, motivation, and performance. Following the document analysis carried out and the lessons taught in IPP IV, it was found that the cooperative learning methodology, specifically the Jigsaw method, led to greater motivation and improved learning, as students work interdependently to complete the tasks proposed by the teacher. With the applied method, students are placed in pre-defined heterogeneous groups, which presupposes the development of cooperative skills through interaction with students from other nationalities and cultures. The small number of students limited the results of the analysis, but that was also an added advantage, as it allowed more time per group, more support, clarification of doubts and positive feedback by the teacher.
Descrição
Relatório da prática de ensino supervisionada, Mestrado em Ensino de Economia e Contabilidade, 2025, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Aprendizagem cooperativa Comunicação intercultural Motivação dos alunos Economia - Estudo e ensino Relatórios da prática de ensino supervisionada - 2025