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Ensino por investigação na aprendizagem dos "materiais" : um trabalho com alunos do 7º ano
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Resumo(s)
O ensino por investigação motiva os alunos a planearem investigações, procurarem respostas para as suas próprias questões, ou levantadas por outros, proporem previsões, experimentarem situações novas, e comunicarem os seus resultados. Assim, utilizou-se para a lecionação da unidade “Materiais” tarefas de investigação partindo de situações familiares do quotidiano dos alunos.
Este trabalho tem como objetivo conhecer como as tarefas de investigação influenciam a aprendizagem dos alunos sobre a unidade “Materiais”. Para tal, procurou-se conhecer as dificuldades sentidas pelos alunos, as potencialidades e a avaliação que os alunos fazem quando são envolvidos no ensino por investigação na aprendizagem dos “Materiais”. Para dar resposta aos objetivos foram desenvolvidas cinco tarefas de investigação ao longo de 20 aulas de 45 minutos, no âmbito do domínio “Materiais”, inserido no tema organizador “Terra em transformação”, das Orientações Curriculares.
O trabalho de cariz investigativo foi realizado numa turma de 28 alunos do 7.º ano de escolaridade, constituída por 12 rapazes e 14 raparigas, com uma média de idades de 12 anos. A turma tem três alunos NEE (Necessidades Educativas Especiais).
Recorreu-se a uma metodologia de investigação qualitativa, dado que se pretendeu compreender e descrever as reações dos alunos quando são implementadas, em sala de aula, tarefas de investigação. A recolha de dados foi feita através de diversos instrumentos, nomeadamente a observação, os registos escritos dos alunos e a entrevista em grupo focado. Os resultados mostraram que os alunos apresentaram dificuldades na realização das tarefas, no entanto, com o seu decorrer estas dificuldades foram ultrapassadas. Os resultados mostraram igualmente que os alunos fazem uma avaliação positiva acerca do uso de tarefas de investigação para realizarem as suas aprendizagens.
Teaching by inquiry motivates students to plan investigations, seek answers to their own questions, or raised by others, propose forecasts, experience new situations, and communicate their results. Thus, it was used for the teaching of the unit "Materials" inquiry tasks from familiar situations of the students' daily life. This work aims to know how the inquiry tasks influence students' learning about the "Materials" unit. To do so, we sought to know the difficulties experienced by the students, the potentialities and the evaluation that the students do when they are involved in inquiry in the learning of the "Materials". In order to respond to the objectives, five inquiry tasks were developed during 20 45-minutes classes under the "Materials" domain, inserted in the theme "Earth in transformation" of the Curricular Guidelines. The research work was carried out in a group of 28 students from the 7th year of schooling, consisting of 12 boys and 14 girls, with a mean age of 12 years. The class has three students (Special Educational Needs). A qualitative research methodology was used, since it was intended to understand and describe the reactions of students when inquiry tasks are implemented in the classroom. The data collection was done through several instruments, namely observation, written documents of the students and focused group interview. The results showed that the students presented difficulties in the accomplishment of the tasks, however, as the tasks progressed, these difficulties were overcome. The results also showed that students make a positive evaluation about the use of inquiry tasks to carry out their learning.
Teaching by inquiry motivates students to plan investigations, seek answers to their own questions, or raised by others, propose forecasts, experience new situations, and communicate their results. Thus, it was used for the teaching of the unit "Materials" inquiry tasks from familiar situations of the students' daily life. This work aims to know how the inquiry tasks influence students' learning about the "Materials" unit. To do so, we sought to know the difficulties experienced by the students, the potentialities and the evaluation that the students do when they are involved in inquiry in the learning of the "Materials". In order to respond to the objectives, five inquiry tasks were developed during 20 45-minutes classes under the "Materials" domain, inserted in the theme "Earth in transformation" of the Curricular Guidelines. The research work was carried out in a group of 28 students from the 7th year of schooling, consisting of 12 boys and 14 girls, with a mean age of 12 years. The class has three students (Special Educational Needs). A qualitative research methodology was used, since it was intended to understand and describe the reactions of students when inquiry tasks are implemented in the classroom. The data collection was done through several instruments, namely observation, written documents of the students and focused group interview. The results showed that the students presented difficulties in the accomplishment of the tasks, however, as the tasks progressed, these difficulties were overcome. The results also showed that students make a positive evaluation about the use of inquiry tasks to carry out their learning.
Descrição
Relatório da Prática da Ensino Supervisionada, Mestrado em Ensino de Física e Química no 3º Ciclo do Ensino Básico e do Ensino Secundário, Universidade de Lisboa, Instituto de Educação, 2018
Palavras-chave
Tarefas Investigação Química - Estudo e ensino Relatórios da prática de ensino supervisionada - 2018