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Potencialidades educativas da utilização de modelos didáticos em temáticas de geologia numa turma de 7º ano de escolaridade
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A Ciência é um pilar do desenvolvimento e da evolução humana, pelo que a educação em Ciência é crucial para formar cidadãos críticos, informados e conscientes, sobretudo perante os desafios globais da atualidade. Deste modo, é essencial capacitar os alunos através de uma base sólida de conhecimento científico integrado e com valores humanistas, promovendo o desenvolvimento de competências essenciais que lhes permitam contribuir para soluções sustentáveis e justas. No entanto, estudos demonstram que o interesse dos jovens pela Ciência está em declínio, o que revela uma necessidade urgente de inovar os métodos de ensino. Uma abordagem promissora é a utilização de modelos didáticos, particularmente eficazes em áreas como a Geologia, permitindo aos alunos visualizar e compreender processos complexos, como a tectónica de placas e o vulcanismo. Para o presente estudo, procurou-se integrar a utilização de dois modelos didáticos (Modelo de formação dos Himalaias e Modelo de perigosidade vulcânica) numa abordagem IBSE (Inquiry Based Science Education) e sob a orientação CTSA (Ciência, Tecnologia, Sociedade e Ambiente), com o objetivo de estudar as potencialidades educativas da utilização de modelos didáticos nas temáticas da “Deformação das Rochas” e da “Atividade Vulcânica”, numa turma de Ciências Naturais do 7.º ano de escolaridade. O estudo seguiu uma abordagem qualitativa e interpretativa, adotando a modalidade de investigação sobre a prática. Os dados foram recolhidos através de técnicas de observação estruturada e não estruturada, análise documental e inquéritos por questionário e por entrevista. Os resultados demonstram que, para a amostra em estudo, a utilização de modelos didáticos revelou-se eficaz tanto no desenvolvimento e aquisição de conhecimento científico, como no aumento do interesse e da motivação para aprender Ciência. Foram também identificadas algumas dificuldades manifestadas pelos alunos, em particular no primeiro contacto com os modelos, mas estas foram gradualmente ultrapassadas com o decorrer das atividades de exploração.
Science is a pillar of human development and evolution, which is why science education is crucial for shaping critical, informed and conscious citizens, especially in the face of contemporary global challenges. Therefore, it is essential to empower students through a solid base of integrated scientific knowledge alongside humanistic values and to promote the development of key skills that enable them to contribute to sustainable and fair solutions. However, studies show that young people's interest in Science is declining, highlighting an urgent need to innovate teaching methods. A promising approach is the use of models, particularly effective in fields such as Geology, allowing students to visualize and understand complex processes, such as plate tectonics and volcanism. For the present study, I sought to integrate the use of two models (Himalayan formation model and Volcanic hazard model) within an IBSE (Inquiry-Based Science Education) methodology and under the CTSA (Science, Technology, Society and Environment) framework. The objective was to study the educational potential of using didactic models in the themes of "Rock Deformation" and "Volcanic Activity" with a 7th-grade Natural Sciences class. The study followed a qualitative and interpretative approach, adopting a modality of investigation into the practice itself. Data was collected through structured and unstructured observation techniques, document analysis, and questionnaire and interview surveys. The results show that, for the sample studied, the use of models proved effective both in the development and acquisition of scientific knowledge, as well as in increasing student’s interest and motivation to learn Science. Some difficulties experienced by students were also identified, particularly during their first contact with the models, but these were gradually overcome during the exploration activities.
Science is a pillar of human development and evolution, which is why science education is crucial for shaping critical, informed and conscious citizens, especially in the face of contemporary global challenges. Therefore, it is essential to empower students through a solid base of integrated scientific knowledge alongside humanistic values and to promote the development of key skills that enable them to contribute to sustainable and fair solutions. However, studies show that young people's interest in Science is declining, highlighting an urgent need to innovate teaching methods. A promising approach is the use of models, particularly effective in fields such as Geology, allowing students to visualize and understand complex processes, such as plate tectonics and volcanism. For the present study, I sought to integrate the use of two models (Himalayan formation model and Volcanic hazard model) within an IBSE (Inquiry-Based Science Education) methodology and under the CTSA (Science, Technology, Society and Environment) framework. The objective was to study the educational potential of using didactic models in the themes of "Rock Deformation" and "Volcanic Activity" with a 7th-grade Natural Sciences class. The study followed a qualitative and interpretative approach, adopting a modality of investigation into the practice itself. Data was collected through structured and unstructured observation techniques, document analysis, and questionnaire and interview surveys. The results show that, for the sample studied, the use of models proved effective both in the development and acquisition of scientific knowledge, as well as in increasing student’s interest and motivation to learn Science. Some difficulties experienced by students were also identified, particularly during their first contact with the models, but these were gradually overcome during the exploration activities.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Biologia e Geologia no 3º Ciclo do Ensino Básico e Ensino Secundário, 2024, Universidade de Lisboa. Instituto de Educação
Palavras-chave
Modelos didáticos Geologia - Estudo e ensino Rochas Vulcanismo Abordagem CTSA Relatórios da prática de ensino supervisionada - 2024