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Publicação
Visualizações como estratégia promotora de aprendizagem sobre o Planeta Terra : um estudo com alunos do 7º ano de escolaridade
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Resumo(s)
Este trabalho tem como finalidade conhecer as aprendizagens possibilitadas aos alunos usando estratégias de ensino que envolvam tarefas de investigação com base em visualizações, durante a lecionação da unidade “Planeta Terra”, contribuindo para o desenvolvimento das competências preconizadas nas Orientações Curriculares. Neste sentido, procura-se conhecer que conceções alternativas apresentam os alunos sobre as fases da Lua, os eclipses, a força gravitacional, a relação peso e massa e o fenómeno das marés, que mudanças de conceções apresentam após a lecionação da temática, que dificuldades enfrentam na realização das tarefas de investigação com base em visualizações e que aprendizagens realizam os alunos.
Para atingir as finalidades apresentadas implementou-se, ao longo de sequência de oito aulas, quatro tarefas de investigação, no âmbito da unidade “Planeta Terra”, inserida no tema organizador para as Ciências Físicas e Naturais “Terra no Espaço”. As aulas serão lecionadas numa turma do 7º ano de escolaridade, composta por vinte e oito alunos, dezasseis do sexo feminino e doze do sexo masculino.
Neste trabalho utilizou-se uma metodologia de investigação qualitativa, uma vez que se pretende descrever e compreender as reações dos alunos, em ambiente de sala de aula, ao serem implementadas tarefas de investigação. Os dados foram recolhidos utilizando vários instrumentos, nomeadamente, observação naturalista, entrevista em grupo focado e documentos escritos, com pré-teste e pós-teste, passados respetivamente, nas fases inicial e final do estudo.
Durante o trabalho os alunos revelaram dificuldades no acesso ao recurso digital, bem como na realização das tarefas de investigação com base em visualizações. No entanto, com o decorrer das tarefas estas vão sendo ultrapassadas conduzindo ao desenvolvimento de competências ao nível do conhecimento, raciocínio, comunicação e atitudes. Os resultados mostraram também que os alunos avaliaram de forma positiva a realização de tarefas de investigação com base em visualizações, associando a esta estratégia de ensino uma mudança de conceções..
This work is aimed at knowing the teachings which the students were enabled to acquire, through the use of teaching strategies involving investigational tasks, based on visual observations, throughout the period in which students were taught the “Planet Earth” unit, thus contributing to the development of the competences set to be achieved in accordance to the Curricular Orientations. Specifically, this work seeks to understand which alternate conceptions the students present about Moon phases, eclipses, gravitational force, weight to mass ratio and tidal phenomena, which changes in conceptions the students present after the teaching of the themes, which difficulties the students struggle with in carrying out visual observation based investigational tasks, and what learnings were the students able to acquire. To achieve such goals, in a series of eight classes, four investigational tasks were carried out integrating the range of the “Planet Earth” unit, more specifically, as part of the organizing theme for the subject of Natural and Physic Sciences, “The Earth in Space”. Themes will be taught to a seventh grade class, composed by twenty-eight students, divided into sixteen feminine, and the remaining twelve, masculine in gender. Throughout this work, a qualitative research methodology was used, since the aim was to describe and understand the student’s reaction, in a classroom environment, to the implementation of investigational tasks. The data was retrieved, via several instruments, specifically, naturalist observation, focus group interviewing, written documents, and via a pre test and a post test, at the beginning and end of the study, respectively. During the work, students have generally shown a certain difficulty in accessing the digital resources, as well as with carrying out the visual observation based investigational tasks. However, such difficulties have been overcome as the students carried out the tasks, leading to the development of new competences in subject knowledge, logical thinking and reasoning, communication and attitudes, as shown by the results obtained in the post-test. Results have show a positive evaluation from students of the carrying out of the visual observation based investigational tasks, linking this teaching strategy with significant change in their conceptions.
This work is aimed at knowing the teachings which the students were enabled to acquire, through the use of teaching strategies involving investigational tasks, based on visual observations, throughout the period in which students were taught the “Planet Earth” unit, thus contributing to the development of the competences set to be achieved in accordance to the Curricular Orientations. Specifically, this work seeks to understand which alternate conceptions the students present about Moon phases, eclipses, gravitational force, weight to mass ratio and tidal phenomena, which changes in conceptions the students present after the teaching of the themes, which difficulties the students struggle with in carrying out visual observation based investigational tasks, and what learnings were the students able to acquire. To achieve such goals, in a series of eight classes, four investigational tasks were carried out integrating the range of the “Planet Earth” unit, more specifically, as part of the organizing theme for the subject of Natural and Physic Sciences, “The Earth in Space”. Themes will be taught to a seventh grade class, composed by twenty-eight students, divided into sixteen feminine, and the remaining twelve, masculine in gender. Throughout this work, a qualitative research methodology was used, since the aim was to describe and understand the student’s reaction, in a classroom environment, to the implementation of investigational tasks. The data was retrieved, via several instruments, specifically, naturalist observation, focus group interviewing, written documents, and via a pre test and a post test, at the beginning and end of the study, respectively. During the work, students have generally shown a certain difficulty in accessing the digital resources, as well as with carrying out the visual observation based investigational tasks. However, such difficulties have been overcome as the students carried out the tasks, leading to the development of new competences in subject knowledge, logical thinking and reasoning, communication and attitudes, as shown by the results obtained in the post-test. Results have show a positive evaluation from students of the carrying out of the visual observation based investigational tasks, linking this teaching strategy with significant change in their conceptions.
Descrição
Relatório da prática de ensino supervisionada, Ensino da Física e da Química para o 3º ciclo do Ensino Básico e do Ensino Secundário, Universidade de Lisboa, 2013
Palavras-chave
Ensino das ciências naturais Desenvolvimento de competências Relatórios da prática de ensino supervisionada - 2013