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Da animação à vocação : a Project Based Learning como promotora da aprendizagem da animação
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O presente relatório insere-se na Unidade Curricular (UC) de Iniciação à Prática Profissional IV do Mestrado em Ensino de Informática do Instituto de Educação da Universidade de Lisboa, e descreve, a prática de ensino supervisionada na Escola Secundária de Sacavém, Agrupamento de Escolas Eduardo Gageiro, no âmbito da disciplina de Aplicações Informáticas B, com uma turma mista do 12.º ano de escolaridade. Este documento aborda também as dinâmicas de investigação realizadas ao longo da elaboração do projeto, a nível de conceitos que sustentam a prática docente e conceitos científicos usados na intervenção. A intervenção foi realizada no tipo de média dinâmico animação, nomeadamente na animação 2D, tendo por base as Aprendizagens Essenciais da disciplina. A metodologia de aprendizagem utilizada foi a Project based Learning (PjBL) com o tema ‘Criação de animações 2D sobre áreas/cursos do ensino secundário’ de modo a que os alunos do 12.º ano produzam animações para ajudar alunos de 9.º ano na escolha do curso do ensino secundário a seguir. Cada grupo de alunos realizou uma animação 2D dos cursos de oferta de escola, dando a conhecer aos alunos do 9.º ano no final do projeto, promovendo-se desta forma o trabalho em equipa, a escolha informada de curso, a aprendizagem de técnicas de animação/multimédia, além do desenvolvimento de competências transversais como a colaboração, resolução de problemas, a comunicação, o pensamento crítico e a autonomia, trabalhando-se as diferentes etapas de projeto, presentes na metodologia. A dimensão investigativa deste trabalho visou responder às seguintes questões de investigação: ‘Qual o contributo da metodologia PjBL para o desenvolvimento de competências técnicas de multimédia dos alunos?’ e ‘Qual o contributo do projeto de animação na motivação dos alunos para a aprendizagem dos conceitos e técnicas de animação?’ A recolha e análise dos dados foram realizadas através de instrumentos como questionários aos alunos, entrevista semiestruturada à professora cooperante, observação e análise das animações produzidas pelos alunos, entre outros. Para este estudo, optou-se por uma metodologia de ensino inovadora e envolvente, em vez de simplesmente transmitir conhecimentos de forma passiva, sendo que a PjBL coloca os alunos no centro da aprendizagem, desafiando-os a abordar temas do quotidiano, de forma criativa e colaborativa. Este projeto contribuiu para o desenvolvimento de competências técnicas de multimédia dos alunos, como a criação de animações 2D e o uso do software de animação, entre outras, e ainda para a orientação vocacional dos alunos do 9.º ano na escolha informada do seu futuro curso. Os resultados demonstraram o potencial desta metodologia ativa no desenvolvimento de competências técnicas e transversais nos alunos, além de auxiliar na escolha vocacional dos alunos finalistas do 3.º ciclo. Através dos instrumentos utilizados e análise de resultados foi possível aferir de forma muito satisfatória as respostas às duas questões de investigação apresentadas.
This report forms part of the Professional Teaching Practice IV module of the master’s degree in computer science teaching at the Institute of Education of the University of Lisbon. It describes the supervised teaching practice carried out at the Sacavém Secondary School, Eduardo Gageiro School Group, within the scope of the Applications of Informatics B subject, with a mixed class of the 12th year of schooling. This document also addresses the research dynamics carried out during the development of the project, at the level of concepts that support teaching practice and scientific concepts used in the intervention. The intervention was carried out in the dynamic medium animation type, namely in 2D animation, based on the Essential Learnings of the subject. The learning methodology used was Project based Learning (PjBL) with the theme "Creation of 2D animations on secondary school subjects/courses" so that 12th grade students produce animations to help 9th grade students choose their secondary school course. Each group of students carried out a 2D animation of the school's course offerings, presenting it to the 9th grade students at the end of the project, thus promoting teamwork, informed course choice, learning of animation/multimedia techniques, in addition to the development of transversal skills such as collaboration, problem solving, communication, critical thinking and autonomy, working on the different stages of the project, present in the methodology. The investigative dimension of this work aimed to answer the following research questions: "What is the contribution of the PjBL methodology to the development of students' multimedia technical skills?" and "What is the contribution of the animation project to students' motivation for learning animation concepts and techniques?" Data collection and analysis were carried out using instruments such as questionnaires to students, a semi-structured interview with the cooperating teacher, observation and analysis of the animations produced by the students, among others. For this study, an innovative and engaging teaching methodology was chosen, instead of simply transmitting knowledge in a passive way. PjBL places students at the centre of learning, challenging them to approach everyday themes in a creative and collaborative way. This project contributed to the development of students' multimedia technical skills, such as creating 2D animations and using animation software, among others, and to the vocational guidance of 9th grade students in making an informed choice of their future course. The results demonstrated the potential of this active methodology in the development of students' technical and transversal skills, in addition to assisting in the vocational choice of 3rd cycle students. Through the instruments used and the analysis of the results, it was possible to satisfactorily measure the answers to the two research questions presented.
This report forms part of the Professional Teaching Practice IV module of the master’s degree in computer science teaching at the Institute of Education of the University of Lisbon. It describes the supervised teaching practice carried out at the Sacavém Secondary School, Eduardo Gageiro School Group, within the scope of the Applications of Informatics B subject, with a mixed class of the 12th year of schooling. This document also addresses the research dynamics carried out during the development of the project, at the level of concepts that support teaching practice and scientific concepts used in the intervention. The intervention was carried out in the dynamic medium animation type, namely in 2D animation, based on the Essential Learnings of the subject. The learning methodology used was Project based Learning (PjBL) with the theme "Creation of 2D animations on secondary school subjects/courses" so that 12th grade students produce animations to help 9th grade students choose their secondary school course. Each group of students carried out a 2D animation of the school's course offerings, presenting it to the 9th grade students at the end of the project, thus promoting teamwork, informed course choice, learning of animation/multimedia techniques, in addition to the development of transversal skills such as collaboration, problem solving, communication, critical thinking and autonomy, working on the different stages of the project, present in the methodology. The investigative dimension of this work aimed to answer the following research questions: "What is the contribution of the PjBL methodology to the development of students' multimedia technical skills?" and "What is the contribution of the animation project to students' motivation for learning animation concepts and techniques?" Data collection and analysis were carried out using instruments such as questionnaires to students, a semi-structured interview with the cooperating teacher, observation and analysis of the animations produced by the students, among others. For this study, an innovative and engaging teaching methodology was chosen, instead of simply transmitting knowledge in a passive way. PjBL places students at the centre of learning, challenging them to approach everyday themes in a creative and collaborative way. This project contributed to the development of students' multimedia technical skills, such as creating 2D animations and using animation software, among others, and to the vocational guidance of 9th grade students in making an informed choice of their future course. The results demonstrated the potential of this active methodology in the development of students' technical and transversal skills, in addition to assisting in the vocational choice of 3rd cycle students. Through the instruments used and the analysis of the results, it was possible to satisfactorily measure the answers to the two research questions presented.
Descrição
Relatório de Prática de Ensino Supervisionada, Mestrado em Ensino de Informática, 2024, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Aplicações informáticas Aprendizagem baseada em projetos Multimédia Informática - Estudo e ensino Animação Relatórios da prática de ensino supervisionada - 2024