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Educação STEM na aprendizagem da eletricidade : um trabalho com alunos do 9.º ano
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Resumo(s)
O presente trabalho tem como principal objetivo conhecer de que forma uma
abordagem STEM sobre eletricidade contribui para o desenvolvimento das estruturas
cognitivas dos alunos do 9.º ano, bem com para as suas aprendizagens. Para tal, procurou-se
conhecer se ocorrem mudanças nas suas estruturas cognitivas, as aprendizagens que
desenvolvem e dificuldades sentidas quando envolvidos na realização de tarefas STEM sobre
eletricidade. Para atingir os objetivos propostos, foi desenvolvido um conjunto de cinco tarefas,
sobre eletricidade, contextualizadas na “Engenharia Reversa”, visando o estudo e compreensão
de conceitos científicos relativos à eletricidade, por desconstrução de um artefacto elétrico, a
“caixa mistério”. Na elaboração das tarefas propostas utilizaram-se contextos simples e
familiares aos alunos, com o intuito de os motivar para a resolução de problemas relacionados
com a eletricidade e de mobilizar o conhecimento científico adquirido para construir um
protótipo de um robô, na última tarefa. Este trabalho foi desenvolvido no quadro projeto de
investigação “Let’s GoSTEM: Abordagem STEM e sua influência nas aprendizagens de Física,
interesse e motivação”, financiado pela FCT (referência PTDC/CED-EDG/31480/2017). A
prática de ensino supervisionada decorreu com uma turma do 9.o ano composta por 23 alunos,
com idades compreendidas entre os 13 e os 17 anos. Este trabalho de cariz investigativo recorre
a uma metodologia de investigação qualitativa, utilizando como instrumentos de recolha de
dados: um pré e um pós-WAT (Word Association Test), registos escritos dos alunos,
observação e fotografias. Da análise de conteúdo emergiram várias categorias e subcategorias
que facilitaram a organização e compreensão dos dados. Os resultados obtidos, usando uma
abordagem STEM sobre eletricidade, apontam para uma evolução positiva relativamente ao
desenvolvimento das estruturas cognitivas dos alunos e à natureza das relações que
estabelecem. No que concerne às aprendizagens, os resultados indicam que os alunos, quando
envolvidos em tarefas STEM, conseguem adquirir alguns conhecimentos quer no domínio de
conceptual quer no domínio processual. Contudo, há um conjunto de dificuldades, nesses
domínios, que não foram ultrapassadas, sugerindo, por um lado, a necessidade de melhorar as
tarefas e a metodologia de ensino e, por outro, um estudo mais aprofundado sobre a causa
dessas dificuldades.
This work aims to know how a STEM approach on electricity contributes to the development of the 9th grade students’ cognitive structures, as well as to their learning. For that, we aim to know changes in students’ cognitive structures, the learning they develop and the difficulties experienced when they are involved in STEM tasks related with electricity. A set of five tasks, about electricity, was developed, contextualized in “Reverse Engineering”, aiming at the study and understanding of scientific concepts related to electricity, by disassembly of an electrical device, the “mystery box”. In the design of the tasks, simple contexts were used, familiar to the students, in order to motivate them to solve problems related to electricity and to mobilize the scientific knowledge acquired, to create, in the last task, a robot prototype. This work was developed in the scope of the research project “Let’s GoSTEM: STEM approach and its influence on the learning of Physics, interest and motivation”, funded by FCT (reference PTDC / CED-EDG / 31480/2017). The supervised teaching practice took place with a 9th grade class with 23 students, aged between 13 and 17 years. This research follows a qualitative research methodology, using as instruments of data collection: a WAT (Word Association Test), pre and a post-test, students’ written documents, observation and photographs. Several categories and subcategories emerged from the content analysis that facilitated the organization and understanding of the data. The results obtained using a STEM approach about electricity showed a positive evolution towards the development of students’ cognitive structures and the nature of the relationships established. The results also showed that students, when involved in STEM tasks, were able to acquire knowledge in conceptual and procedural domains. However, there some difficulties in these areas that have not been overcome, suggesting the need to improve the tasks and the teaching methodology, as well as a more in-depth study of the causes of these difficulties.
This work aims to know how a STEM approach on electricity contributes to the development of the 9th grade students’ cognitive structures, as well as to their learning. For that, we aim to know changes in students’ cognitive structures, the learning they develop and the difficulties experienced when they are involved in STEM tasks related with electricity. A set of five tasks, about electricity, was developed, contextualized in “Reverse Engineering”, aiming at the study and understanding of scientific concepts related to electricity, by disassembly of an electrical device, the “mystery box”. In the design of the tasks, simple contexts were used, familiar to the students, in order to motivate them to solve problems related to electricity and to mobilize the scientific knowledge acquired, to create, in the last task, a robot prototype. This work was developed in the scope of the research project “Let’s GoSTEM: STEM approach and its influence on the learning of Physics, interest and motivation”, funded by FCT (reference PTDC / CED-EDG / 31480/2017). The supervised teaching practice took place with a 9th grade class with 23 students, aged between 13 and 17 years. This research follows a qualitative research methodology, using as instruments of data collection: a WAT (Word Association Test), pre and a post-test, students’ written documents, observation and photographs. Several categories and subcategories emerged from the content analysis that facilitated the organization and understanding of the data. The results obtained using a STEM approach about electricity showed a positive evolution towards the development of students’ cognitive structures and the nature of the relationships established. The results also showed that students, when involved in STEM tasks, were able to acquire knowledge in conceptual and procedural domains. However, there some difficulties in these areas that have not been overcome, suggesting the need to improve the tasks and the teaching methodology, as well as a more in-depth study of the causes of these difficulties.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Física e de Química no 3.º Ciclo do Ensino Básico e no Ensino Secundário, Universidade de Lisboa, Instituto de Educação, 2020
Palavras-chave
Física - Estudo e ensino Estruturas cognitivas Aprendizagens Electricidade Relatórios da prática de ensino supervisionada - 2020