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Contributos de atividades investigativas para a aprendizagem da temática "Interações seres vivos - ambiente" : um estudo com alunos do 8º ano de escolaridade
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Orientador(es)
Resumo(s)
Com a inovação científica e tecnológica, a literacia científica é cada vez mais
relevante para o pleno exercício da cidadania. Contudo, nota-se um crescente
desinteresse dos jovens pelo ensino das ciências, sendo importante adotar
metodologias que tornem esta área mais apelativa aos alunos, envolvendo-os em
aprendizagens significativas e que desenvolvam competências transversais.
Com este enquadramento em vista, desenvolveu-se um projeto investigativo de
interesse prático, no âmbito da Iniciação à Prática Profissional, do Mestrado em Ensino
de Biologia e Geologia, no qual se pretendeu compreender os contributos de atividades
investigativas para as aprendizagens dos alunos, nomeadamente na temática
“Interação seres vivos – ambiente”. Os participantes englobaram os 25 alunos de uma
turma do 8º ano do Ensino Básico, de ciências naturais, da Escola Básica de Lisboa na
qual se realizou a intervenção.
O estudo seguiu um paradigma interpretativo, utilizando uma abordagem
qualitativa para analisar as competências desenvolvidas ao longo das atividades, os
seus contributos para a compreensão da temática, bem como as dificuldades sentidas
pelos alunos e as suas apreciações acerca das estratégias utilizadas.
Durante a intervenção, os alunos foram envolvidos numa atividade
investigativa extensa, na qual tiveram de dar resposta a uma questão-problema central,
subdividido em quatro questões secundárias. Esta seguiu o Modelo dos E’s e englobou
diversas estratégias, como atividades experimentais laboratoriais, atividades de
pesquisa, discussão, trabalho colaborativo e uma visita de estudo.
De acordo com os resultados obtidos, as atividades investigativas encerram
grandes potencialidades, tanto ao nível das aprendizagens essenciais como na
motivação e envolvimento dos alunos. As estratégias utilizadas permitiram gerar
aprendizagens significativas, desenvolver competências, nomeadamente na área de
raciocínio e resolução de problemas, e ainda melhorar algumas noções dos estudantes
sobre aspetos da natureza da ciência. Contudo, os alunos sentiram algumas
dificuldades relacionadas com a gestão de tempo, a autonomia e o trabalho
colaborativo.
Scientific and technological innovation is turning scientific literacy increasingly relevant to the full exercise of citizenship. However, there is a growing lack of interest by young people in science education, so it is important to apply teaching methodologies that make it more appealing to students, engaging them in meaningful learning and allowing them to develop transversal skills. With that in mind, a small investigation of practical interest was developed, as part of the Introduction to Professional Practice of the Master’s in Biology and Geology Teaching. This study aimed to understand the contributions of inquiry activities in students' learning, namely about the Interactions between living beings and environment. The participants were a class of 25 students from the 8 th grade of natural sciences, from a Basic School in Lisbon, where the intervention took place. The study followed a descriptive interpretive paradigm, using a qualitative approach to analyse the developed skills during the activities, their contributions for the understanding of content, as well as the students’ difficulties throughout the activities and their feedback on the applied strategies. Throughout the intervention, students were involved in an extensive inquiry activity, in which they had to answer a central problem, subdivided into four secondary questions. The activity was based on the E’s Model and encompassed several strategies, such as laboratory-type experimental activities, research activities, discussion, collaborative work, and a field trip. The results show great potential for inquiry activities, both in terms of essential learning and in motivation and engagement of students. The strategies applied allowed significant learning, the development of skills (namely in reasoning and problem solving), and the improvement of some students' notions about nature of science. However, students felt some difficulties related to time management, autonomy, and collaborative work.
Scientific and technological innovation is turning scientific literacy increasingly relevant to the full exercise of citizenship. However, there is a growing lack of interest by young people in science education, so it is important to apply teaching methodologies that make it more appealing to students, engaging them in meaningful learning and allowing them to develop transversal skills. With that in mind, a small investigation of practical interest was developed, as part of the Introduction to Professional Practice of the Master’s in Biology and Geology Teaching. This study aimed to understand the contributions of inquiry activities in students' learning, namely about the Interactions between living beings and environment. The participants were a class of 25 students from the 8 th grade of natural sciences, from a Basic School in Lisbon, where the intervention took place. The study followed a descriptive interpretive paradigm, using a qualitative approach to analyse the developed skills during the activities, their contributions for the understanding of content, as well as the students’ difficulties throughout the activities and their feedback on the applied strategies. Throughout the intervention, students were involved in an extensive inquiry activity, in which they had to answer a central problem, subdivided into four secondary questions. The activity was based on the E’s Model and encompassed several strategies, such as laboratory-type experimental activities, research activities, discussion, collaborative work, and a field trip. The results show great potential for inquiry activities, both in terms of essential learning and in motivation and engagement of students. The strategies applied allowed significant learning, the development of skills (namely in reasoning and problem solving), and the improvement of some students' notions about nature of science. However, students felt some difficulties related to time management, autonomy, and collaborative work.
Descrição
Relatório da prática de ensino supervisionada, Mestrado em Ensino de Biologia e Geologia, Universidade de Lisboa, Instituto de Educação, 2020
Palavras-chave
Ciências - Estudo e ensino Actividades Ecossistemas Relatórios da prática de ensino supervisionada - 2020