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Autorregulação da aprendizagem da língua portuguesa no 1º ciclo : investigação através de diários
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Esta investigação teve como objetivos estudar as reflexões dos alunos sobre os seus processos de aprendizagem autorregulada no âmbito da Língua Portuguesa e observar a forma como os alunos reportam a sua atividade autorregulatória no âmbito da Língua Portuguesa. Para avaliar as perceções que os alunos têm acerca dos processos autorregulatórios, utilizaram-se três instrumentos- o Diário de Aprendizagem Autorregulada (DOGS-RL), focus group (inicial e final) aos alunos bem como duas entrevistas à professora (inicial e final). Foram analisados dados de uma turma de 3º ano do 1º Ciclo do Ensino Básico composta por 20 alunos (11 do sexo masculino e 9 do sexo feminino), com idades compreendidas entre os 8 e os 9 anos. Os resultados demonstram que as crianças sobrestimam a sua atividade autorregulatória. O conceito “difícil” apresenta maior grau de dificuldade enquanto que o “gostar” apresenta menor grau de dificuldade acentuando a importância destes construtos no sucesso escolar. As reflexões escritas dos alunos sobre as suas intenções de aprendizagem e antecipações de desempenho demonstraram uma maior relevância e especificidade na última sessão. Os resultados acerca da perceção dos alunos sobre a disciplina de Língua Portuguesa revelam que os alunos estão cientes do seu papel enquanto alunos na disciplina. Os alunos verbalizaram os diversos processos inerentes à aprendizagem autorregulada, assim como em relação ao diário, demonstraram a compreensão da sua utilidade. São também discutidas implicações práticas em contextos educativos e para a investigação.
This investigation aimed to study the reflections of students regarding their self-regulated learning processes in the Portuguese language learning classroom and observe how students report their self-regulatory activity in this context. To evaluate the perceptions that students have about their self-regulatory processes, we used three instruments, namely the self-regulated Learning Diary (DOGS-RL), focus group student interviews (first and last), as well as two interviews with the teacher (first and last) . A 3rd grade class of 20 students (11 males and 9 females), aged 8 to 9 years participated in this study, along with their teacher. The results revealed that children overestimated their self-regulatory activity. The students had a higher degree of difficulty with the concept of "difficulty" whereas the concept of "like" presented a lower degree of difficulty for them, emphasizing the importance of these constructs in educational achievement. The written reflections of students about their learning intentions and performance advances showed greater relevance and specificity in the last session. The results regarding students’ perception of the Portuguese Language class showed that students were aware of their role as students in the discipline. Students voiced their knowledge about various processes involved in self-regulated learning, as well as regarding the usefulness of their learning diaries. Practical implications in educational settings and for research are discussed.
This investigation aimed to study the reflections of students regarding their self-regulated learning processes in the Portuguese language learning classroom and observe how students report their self-regulatory activity in this context. To evaluate the perceptions that students have about their self-regulatory processes, we used three instruments, namely the self-regulated Learning Diary (DOGS-RL), focus group student interviews (first and last), as well as two interviews with the teacher (first and last) . A 3rd grade class of 20 students (11 males and 9 females), aged 8 to 9 years participated in this study, along with their teacher. The results revealed that children overestimated their self-regulatory activity. The students had a higher degree of difficulty with the concept of "difficulty" whereas the concept of "like" presented a lower degree of difficulty for them, emphasizing the importance of these constructs in educational achievement. The written reflections of students about their learning intentions and performance advances showed greater relevance and specificity in the last session. The results regarding students’ perception of the Portuguese Language class showed that students were aware of their role as students in the discipline. Students voiced their knowledge about various processes involved in self-regulated learning, as well as regarding the usefulness of their learning diaries. Practical implications in educational settings and for research are discussed.
Descrição
Tese de mestrado, Psicologia (Secção de Psicologia da Educação e da Orientação), Universidade de Lisboa, Faculdade de Psicologia, 2015
Palavras-chave
Autorregulação Psicologia da aprendizagem Língua portuguesa Ensino básico Teses de mestrado - 2015