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Advisor(s)
Abstract(s)
Na revisão bibliográfica percorrida é possível inferir que os mapas
conceituais podem ser utilizados como instrumentos de ensino porque a sua
utilização permite realçar as relações hierárquicas significativas entre conceitos e
representam uma apresentação resumida das estruturas conceituais que estão a ser
ensinadas, e de avaliação da aprendizagem porque possibilitam obter informações
acerca da estruturação de um conjunto de conceitos pelos alunos. Podem funcionar
como facilitadores da regulação do ensino (pelo professor) e de autorregulação da
aprendizagem (pelo aluno) e ser promotor de aprendizagens significativas. Na base
da estratégia de elaboração de mapas conceituais e da sua aplicação em educação,
como técnica cognitiva para aprender de modo significativo, estão as Teorias da
Aprendizagem e do Conhecimento, que decorrem da Teoria da Aprendizagem
Significativa.
Atendendo à natureza, objetivos e finalidades da Prática de Ensino
Supervisionada, que se constitui como um processo de intervenção e de investigação,
o presente trabalho enquadra-se no âmbito da pesquisa qualitativa. utilizando a
metodologia de estudo de caso. Nesse processo o investigador assume o papel de
observador não participante para, posteriormente, assumir o papel de observador
participante. A intervenção investigativa foi realizada numa turma do 11.º ano do
Curso Científico-Humanístico de Ciências Socioeconómicas, na disciplina de
Economia A, e teve como objetivo geral da investigação verificar se a utilização de
mapas conceituais no processo de ensino-aprendizagem contribui para a promoção
de aprendizagens significativas e para o desenvolvimento de competências de
autorregulação das aprendizagens pelos alunos. A recolha de dados foi o diário de
campo como método de registo de todo o percurso da investigação.
Embora não tenha sido possível tirar conclusões ajustadas, os resultados
sugerem que a aprendizagem de conceitos pode ser facilitada com a utilização de
mapas conceptuais e que estes poderão constituir-se como uma boa alternativa para a
promoção de aprendizagens significativas e para o desenvolvimento de competências
de autorregulação das aprendizagens pelos alunos.
Based on the literature review, it can be inferred that concept maps can be used as teaching tools because their use permit to highlight the significant hierarchical relationships between concepts and representing a summarised presentation of the conceptual structures being taught, and as learning assessment tools because they allow to obtain information about the structuring of a set of concepts by students. They can act as facilitators for the regulation of teaching (by the teacher) and self-regulation of learning (by the student) and promote significant learning. At the basis of the strategy of concept mapping and its application in education, as a cognitive technique for meaningful learning, are the Theories of Learning and Knowledge, which derive from the Meaningful Learning Theory. According to the nature, objectives, and purposes of the Supervised Teaching Practice, which is constituted as an intervention and research process, falls within the scope of qualitative research, using the case study methodology. In this process, the researcher assumes the role of non-participant observer to subsequently assume the role of participant observer. The investigative intervention was carried out in an 11th grade class of the Scientific-Humanistic Course of Socioeconomic Sciences, in the subject of Economics A, and the general objective was to verify if the use of conceptual maps in the teaching-learning process contributes to the promotion of significant learning and to the development of students' self-regulated learning skills. The data collection was the field diary as a method of recording the whole course of the research. Although it was not possible to draw firm conclusions, the results suggest that the learning of concepts can be facilitated using concept maps and that these can be a good alternative for the promotion of significant learning and the development of students' self-regulated learning skills.
Based on the literature review, it can be inferred that concept maps can be used as teaching tools because their use permit to highlight the significant hierarchical relationships between concepts and representing a summarised presentation of the conceptual structures being taught, and as learning assessment tools because they allow to obtain information about the structuring of a set of concepts by students. They can act as facilitators for the regulation of teaching (by the teacher) and self-regulation of learning (by the student) and promote significant learning. At the basis of the strategy of concept mapping and its application in education, as a cognitive technique for meaningful learning, are the Theories of Learning and Knowledge, which derive from the Meaningful Learning Theory. According to the nature, objectives, and purposes of the Supervised Teaching Practice, which is constituted as an intervention and research process, falls within the scope of qualitative research, using the case study methodology. In this process, the researcher assumes the role of non-participant observer to subsequently assume the role of participant observer. The investigative intervention was carried out in an 11th grade class of the Scientific-Humanistic Course of Socioeconomic Sciences, in the subject of Economics A, and the general objective was to verify if the use of conceptual maps in the teaching-learning process contributes to the promotion of significant learning and to the development of students' self-regulated learning skills. The data collection was the field diary as a method of recording the whole course of the research. Although it was not possible to draw firm conclusions, the results suggest that the learning of concepts can be facilitated using concept maps and that these can be a good alternative for the promotion of significant learning and the development of students' self-regulated learning skills.
Description
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Economia e Contabilidade, 2022, Universidade de Lisboa, Instituto de Educação
Keywords
Avaliação formativa Autorregulação Mapa de conceitos Ensino-aprendizagem Relatórios da prática de ensino supervisionada - 2022