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Tarefas de investigação e role play para a aprendizagem da temática energia : um trabalho com alunos do 7º ano
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Resumo(s)
Este trabalho investigativo tem como principal foco aferir de que modo as tarefas investigativas e de role play potenciam o conhecimento científico e o desenvolvimento cognitivo na abordagem da temática Energia, a alunos do 7.º ano. Nesse sentido, a linha orientadora adotada foi analisar a evolução das estruturas cognitivas dos alunos após estarem envolvidos em tarefas de Inquiry e Role play, que conhecimento científico desenvolvem os alunos ao longo das aulas e quais as dificuldades no conhecimento científico e processual apresentadas pelos alunos.
O trabalho investigativo foi realizado com uma turma de 7.º ano de uma escola do concelho de Sintra, composta por dezoito alunos, dos quais cinco são alunos que apresentam necessidades educativas especiais. Para a prática foram desenvolvidas e aplicadas cinco tarefas: três baseadas na metodologia de Inquiry e estruturadas de acordo com o modelo dos 5 E’s do Bybee; e duas com base no método de abordagem Role Play. Todas as tarefas foram estruturadas de acordo com as aprendizagens essenciais em vigor e com as metas definidas no Perfil do Aluno à Saída da Escolaridade Obrigatória para o tópico “Energia”. Como estratégia de potenciar um papel mais ativo do aluno no processo de ensino-aprendizagem, as tarefas foram resolvidas pelos alunos em grupo e de forma autónoma.
O método de investigação aplicado ao estudo foi um método de investigação misto, para o qual foram utilizados como instrumentos de recolha de dados um teste de associação de palavras, antes e após a abordagem (WAT – Word Association Test), a observação (naturalista) e os documentos escritos pelos alunos.
Da análise comparativa entre os resultados obtidos no WAT aplicado antes (M1) e após (M2) a intervenção, verificasse uma clara evolução ao nível das estruturas cognitivas e das aprendizagens realizadas pelos alunos. Através das observações recolhidas e dos registos escritos dos próprios alunos confirmasse também que as abordagens usadas contribuíram não só para o desenvolvimento do conhecimento científico dos alunos, como revelaram que algumas das dificuldades sentidas ao nível processual e concetual correspondem ao mencionado na literatura.
This investigative work focuses primarily on assessing how investigative and role play tasks enhance scientific knowledge and cognitive development in the approach to the topic of Energy, for 7th grade students. In this sense, the guiding line adopted was to analyze the evolution of the students' cognitive structures after being involved in Inquiry and Role play tasks, which scientific knowledge students develop throughout the classes and which difficulties in scientific and procedural knowledge presented by the students. The investigative work was carried out with a 7th grade class in a school in the municipality of Sintra, composed of eighteen students, five of whom have special educational needs.. For practice, five tasks were developed a implemented: three based on the Inquiry methodology and structured according to the 5E’s model by Bybee; and two based on the Role Play approach method. All tasks were structured according to the current essential learnings and the goals defined in the Profile of the Student at the End of Compulsory Education for the topic "Energy.". As a strategy to encourage a more active role for the student in the teaching-learning process, the tasks were solved by the students in groups and autonomously. The research method applied to the study was a mixed research method, for which data collection instruments included a word association test administered before and after the approach (WAT - Word Association Test), naturalistic observation, and written documents by the students. From the comparative analysis between the results obtained in the WAT applied before (M1) and after (M2) the intervention, there was a clear evolution in terms of cognitive structures and learning carried out by the students. Through the observations collected and the written records of the students themselves, it was also confirmed that the approaches used contributed not only to the development of the students' scientific knowledge, but also revealed that some of the difficulties experienced at the procedural and conceptual level correspond to what is mentioned in the literature.
This investigative work focuses primarily on assessing how investigative and role play tasks enhance scientific knowledge and cognitive development in the approach to the topic of Energy, for 7th grade students. In this sense, the guiding line adopted was to analyze the evolution of the students' cognitive structures after being involved in Inquiry and Role play tasks, which scientific knowledge students develop throughout the classes and which difficulties in scientific and procedural knowledge presented by the students. The investigative work was carried out with a 7th grade class in a school in the municipality of Sintra, composed of eighteen students, five of whom have special educational needs.. For practice, five tasks were developed a implemented: three based on the Inquiry methodology and structured according to the 5E’s model by Bybee; and two based on the Role Play approach method. All tasks were structured according to the current essential learnings and the goals defined in the Profile of the Student at the End of Compulsory Education for the topic "Energy.". As a strategy to encourage a more active role for the student in the teaching-learning process, the tasks were solved by the students in groups and autonomously. The research method applied to the study was a mixed research method, for which data collection instruments included a word association test administered before and after the approach (WAT - Word Association Test), naturalistic observation, and written documents by the students. From the comparative analysis between the results obtained in the WAT applied before (M1) and after (M2) the intervention, there was a clear evolution in terms of cognitive structures and learning carried out by the students. Through the observations collected and the written records of the students themselves, it was also confirmed that the approaches used contributed not only to the development of the students' scientific knowledge, but also revealed that some of the difficulties experienced at the procedural and conceptual level correspond to what is mentioned in the literature.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Física e de Química no 3º Ciclo do Ensino Básico e Secundário, 2023, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Conhecimento científico Estruturas cognitivas Energia Aprendizagem Relatórios da prática de ensino supervisionada - 2023