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A aprendizagem baseada em jogos aplicada no processo de ensino-aprendizagem de Geografia no 7º ano de escolaridade
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O presente relatório descreve as atividades desenvolvidas no âmbito da Prática de Ensino Supervisionada na unidade curricular de Iniciação à Prática Profissional III do Mestrado de Ensino de Geografia. Estas foram realizadas na turma A do 7º ano do ensino básico do Colégio Atlântico, tendo sido abordados os conteúdos relacionados com a localização e com os países/capitais. O principal objetivo foi compreender de que forma a aprendizagem baseada em jogos contribuía para o processo de ensino-aprendizagem na disciplina de Geografia. Neste contexto pretendeu-se implementar a metodologia aprendizagem baseada em jogos. Numa primeira fase procedeu-se à recolha das ideias prévias dos alunos, de forma a perceber-se quais seriam os conhecimentos prévios sobre os conteúdos a lecionar. Numa segunda fase, foram introduzidos os conceitos teóricos fundamentais para que os alunos adquirissem os conhecimentos para o jogo proposto, tendo também sido definidas pelo professor em formação as competências a desenvolver. Na terceira fase deu-se a aplicação dos jogos “As Aventuras de Zoro”, criado de raiz pelo professor em formação, e Seterra, jogo comercial já existente com valor educativo. O primeiro jogo abordou os conteúdos relacionados com a localização, já o segundo jogo abordou os conteúdos relacionados com os países e capitais. Por fim, fez-se a análise do desempenho dos alunos bem como dos seus feedbacks relativos às aulas, que se revelaram em ambos os casos bastante positivos. Esta experiência didática revelou a relevância da aplicação da aprendizagem baseada em jogos no processo de ensino-aprendizagem dos alunos, tendo os jogos contribuído para uma maior motivação em sala de aula e para que os alunos construíssem o seu conhecimento. Para além disto também foi possível averiguar e comparar os pontos fortes e fracos da aplicação de jogos criados de raiz pelo professor em formação e jogos já existentes com valor educativo.
The present report describes the activities carried out within the scope of the Supervised Teaching Practice in the curricular unit of Introduction to Professional Practice III of the Master’s Degree in Geography Teaching. These activities were conducted with Class A of the 7th grade of basic education at Colégio Atlântico, covering contents related to location (absolute and relative) and countries/capitals. The main objective was to understand how game-based learning can contribute to the teaching-learning process in the subject of Geography. In this context, the aim was to implement the game-based learning methodology. In the first phase, students’ prior ideas were collected to understand their previous knowledge about the contents to be taught. In the second phase, the fundamental theoretical concepts were introduced so that students could acquire the knowledge necessary for the proposed game. The trainee teacher also defined the skills to be developed by the students (personal development and autonomy, critical thinking and geographical language). In the third phase, the games “The Adventures of Zoro”, created from scratch by the trainee teacher, and Seterra, an already existing commercial game with educational value, were applied. The first game addressed contents related to absolute and relative location, while the second game covered contents related to countries and capitals. Finally, an analysis was made of the students’ performance as well as their feedback on the classes, which proved to be very positive in both cases. This didactic experience revealed the positive impact of applying game-based learning in the students’ teaching-learning process, as the games contributed to greater motivation in the classroom and for students to build their knowledge (supported by continuous and almost immediate feedback given by the games). Furthermore, it was also possible to ascertain and compare the strengths and weaknesses of applying games created from scratch by the trainee teacher and already existing games with educational value.
The present report describes the activities carried out within the scope of the Supervised Teaching Practice in the curricular unit of Introduction to Professional Practice III of the Master’s Degree in Geography Teaching. These activities were conducted with Class A of the 7th grade of basic education at Colégio Atlântico, covering contents related to location (absolute and relative) and countries/capitals. The main objective was to understand how game-based learning can contribute to the teaching-learning process in the subject of Geography. In this context, the aim was to implement the game-based learning methodology. In the first phase, students’ prior ideas were collected to understand their previous knowledge about the contents to be taught. In the second phase, the fundamental theoretical concepts were introduced so that students could acquire the knowledge necessary for the proposed game. The trainee teacher also defined the skills to be developed by the students (personal development and autonomy, critical thinking and geographical language). In the third phase, the games “The Adventures of Zoro”, created from scratch by the trainee teacher, and Seterra, an already existing commercial game with educational value, were applied. The first game addressed contents related to absolute and relative location, while the second game covered contents related to countries and capitals. Finally, an analysis was made of the students’ performance as well as their feedback on the classes, which proved to be very positive in both cases. This didactic experience revealed the positive impact of applying game-based learning in the students’ teaching-learning process, as the games contributed to greater motivation in the classroom and for students to build their knowledge (supported by continuous and almost immediate feedback given by the games). Furthermore, it was also possible to ascertain and compare the strengths and weaknesses of applying games created from scratch by the trainee teacher and already existing games with educational value.
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Palavras-chave
Game-Based Learning Geographic Education Location Countries and Capitals Geography Aprendizagem Baseada em Jogos Educação Geográfica Localização Países e Capitais Geografia