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Geometria descritiva A - Contributo dos recursos tecnológicos e tridimensionais para a sua compreensão
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O presente Relatório, intitulado “Geometria Descritiva A - Contributo dos Recursos Tecnológicos e Tridimensionais para a sua Compreensão” resulta da Prática de Ensino Supervisionada decorrida numa turma do Ensino Secundário, do Curso Científico-Humanístico de Ciências e Tecnologias, no 10.º ano de escolaridade, na disciplina de Geometria Descritiva A, na Escola Secundária de Camões, em Lisboa. Surge como resposta ao enunciado da Prática de Ensino Supervisionada, presente no Mestrado em Ensino de Artes Visuais da Universidade de Lisboa.
Este documento procura expor e responder a problemáticas relacionadas com o processo de ensino-aprendizagem de Geometria Descritiva A, através da criação de elementos tridimensionais e da inclusão das novas tecnologias no contexto de sala de aula, por forma a melhorar o aproveitamento da turma.
A experiência prática consistiu na lecionação dos conteúdos de Geometria Descritiva A em simultâneo com projeções digitais do programa Cinema 4D, em sala de aula, que permitiam visualizar o sistema de dupla projeção ortogonal, os respetivos planos e sólidos nele existentes no “espaço”. O projeto final resultou na construção de um modelo tridimensional do sistema de projeção com um plano projetante e sólido, a respetiva representação diédrica, e fotografias da vista frontal e da vista superior do modelo tridimensional.
Este estudo procura então utilizar os recursos tridimensionais e bidimensionais como elementos facilitadores da aprendizagem dos conteúdos de Geometria Descritiva A e apurar os resultados desta prática.
Os resultados obtidos, para além da boa recetividade à utilização dos modelos tridimensionais, foram bastante satisfatórios.
The presented Report, entitled “Descriptive Geometry A - Contribution of Three-Dimensional and New Technology Resources for Comprehension Purposes”, is developed after Supervised Teaching Practice with 10th grade students of the Scientific-Humanistic course of Science and Technology from Camões Secondary School, in Lisbon. This Report is a response to the Supervised Teaching Practice subject, within the Master's Degree in Visual Arts Education of the Faculty of Fine Arts of the University of Lisbon. This document has the intention of exposing and answering questions regarding the learning-teaching process within Descriptive Geometry A, through the creation of three dimensional elements and the inclusion of new technologies in the classroom context. These approaches are put into action intending the development of the class's general performance. The practical experience consisted of teaching Descriptive Geometry A contents within the official program, while digital projections of Cinema 4D software were being shown in the classroom. These projections were meant to facilitate the visualization of the double orthogonal projection system in "space", with its respective planes and geometric solids. The final project resulted in the construction of a three-dimensional model of the projection system with a projecting plane and solid, the respective dihedral representation, and photographs of the front and top views of the three-dimensional model. This study therefore seeks to use three-dimensional and two-dimensional resources as elements that facilitate the learning of Descriptive Geometry A content and to ascertain the results of this practice. The results obtained, in addition to the good reception to the use of three-dimensional models, were very satisfactory.
The presented Report, entitled “Descriptive Geometry A - Contribution of Three-Dimensional and New Technology Resources for Comprehension Purposes”, is developed after Supervised Teaching Practice with 10th grade students of the Scientific-Humanistic course of Science and Technology from Camões Secondary School, in Lisbon. This Report is a response to the Supervised Teaching Practice subject, within the Master's Degree in Visual Arts Education of the Faculty of Fine Arts of the University of Lisbon. This document has the intention of exposing and answering questions regarding the learning-teaching process within Descriptive Geometry A, through the creation of three dimensional elements and the inclusion of new technologies in the classroom context. These approaches are put into action intending the development of the class's general performance. The practical experience consisted of teaching Descriptive Geometry A contents within the official program, while digital projections of Cinema 4D software were being shown in the classroom. These projections were meant to facilitate the visualization of the double orthogonal projection system in "space", with its respective planes and geometric solids. The final project resulted in the construction of a three-dimensional model of the projection system with a projecting plane and solid, the respective dihedral representation, and photographs of the front and top views of the three-dimensional model. This study therefore seeks to use three-dimensional and two-dimensional resources as elements that facilitate the learning of Descriptive Geometry A content and to ascertain the results of this practice. The results obtained, in addition to the good reception to the use of three-dimensional models, were very satisfactory.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Artes Visuais do 3º Ciclo do Ensino Básico e Ensino Secundário, Universidade de Lisboa, Instituto de Educação, 2024
Palavras-chave
Geometria descritiva Perceção espacial Tridimensional Recursos tecnológicos Trabalho colaborativo Relatórios da prática de ensino supervisionada - 2024