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As potencialidades educativas da utilização de modelos e simulações no ensino dos princípios de estratigrafia e das deformações de rochas na disciplina de biologia e geologia do 11º ano
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O mundo da Geologia é complexo e fascinante, mas bastante desafiante,
principalmente quando queremos trazê-lo para a sala de aula, uma vez que, esta
ciência trabalha com enormes escalas temporais e espaciais tornando a observação de
determinados fenómenos in loco impossível. Por isso, tornam-se necessárias novas
formas de explorar os acontecimentos geológicos, principalmente em temáticas como
os princípios de estratigrafia e as deformações geológicas, sobre as quais se baseia o
presente estudo.
Por esse motivo, realizou-se, no âmbito da unidade curricular de Iniciação à
Prática Profissional IV, do Mestrado em Ensino de Biologia e Geologia, um estudo,
aplicado a uma turma do 11.º ano de escolaridade, do curso regular de Ciências e
Tecnologias, com 22 alunos, com o intuito de analisar as potencialidades do uso de
modelos e simulações em sala de aula. Para tal, recorreu-se a atividades de analogia,
debate de vídeos, simuladores e modelos e recolheram-se dados dessas atividades,
através da observação, análise documental e aplicação de um questionário aos
alunos, para assim dar resposta à problemática “Quais as potencialidades educativas
da utilização de modelos e simulações para o ensino dos princípios de estratigrafia e
das deformações de rochas na disciplina de Biologia e Geologia do 11.ºano?”.
Esta investigação, com uma abordagem qualitativa, realizada com uma
pequena população e seguindo um paradigma interpretativo, permitiu concluir que,
na turma em questão, o uso de modelos e simulações contribuiu para a compreensão
dos conteúdos por parte dos alunos e permitiu-lhes, através do raciocínio por
analogia, interiorizar conceitos, permitindo o desenvolvimento deste. Além disso, os
alunos mostraram-se motivados, considerando a sala de aula mais atrativa. Estas
conclusões refletiram-se, não só na postura dos alunos, mas também na sua avaliação
sumativa, uma vez que, pelo menos 70% dos alunos melhoraram os seus resultados
após a implementação das estratégias didáticas em investigação.
The world of Geology is complex and fascinating but quite challenging, especially when we want to bring it into the classroom, since this science works with huge temporal and spatial scales, making the observation of certain phenomena in loco impossible. Therefore, new ways of exploring geological events become necessary, especially in themes such as the principles of stratigraphy and geological deformations, on which was based this study. For this reason, a study was carried in the context of the curricular unit of Initiation to Professional Practice IV of the Master's Degree in Biology and Geology Teaching, applied to a class of 22 students of the 11th grade of the regular course of Science and Technology, with the purpose of analyzing the potentialities of using models and simulations in the classroom. To this end, analogy activities, video debates, online simulators and models were used, and data from these activities were collected through observation, document analysis and the application of a questionnaire to students, in order to answer the problem "What are the educational potentials of using models and simulations for teaching the principles of stratigraphy and rock deformation in 11th grade Biology and Geology?". This research, with a qualitative approach, carried out with a small population and following an interpretative paradigm, allowed us to conclude that, in the class in question, the use of models and simulations contributed to the students' understanding of the contents and allowed them, through reasoning by analogy, to assimilate concepts, allowing the development of the same. In addition, students were motivated and found the classroom more attractive. These conclusions were reflected not only in the students' attitude, but also in their summative assessment, since at least 70% of the students improved their results after the implementation of the didactic strategies under investigation.
The world of Geology is complex and fascinating but quite challenging, especially when we want to bring it into the classroom, since this science works with huge temporal and spatial scales, making the observation of certain phenomena in loco impossible. Therefore, new ways of exploring geological events become necessary, especially in themes such as the principles of stratigraphy and geological deformations, on which was based this study. For this reason, a study was carried in the context of the curricular unit of Initiation to Professional Practice IV of the Master's Degree in Biology and Geology Teaching, applied to a class of 22 students of the 11th grade of the regular course of Science and Technology, with the purpose of analyzing the potentialities of using models and simulations in the classroom. To this end, analogy activities, video debates, online simulators and models were used, and data from these activities were collected through observation, document analysis and the application of a questionnaire to students, in order to answer the problem "What are the educational potentials of using models and simulations for teaching the principles of stratigraphy and rock deformation in 11th grade Biology and Geology?". This research, with a qualitative approach, carried out with a small population and following an interpretative paradigm, allowed us to conclude that, in the class in question, the use of models and simulations contributed to the students' understanding of the contents and allowed them, through reasoning by analogy, to assimilate concepts, allowing the development of the same. In addition, students were motivated and found the classroom more attractive. These conclusions were reflected not only in the students' attitude, but also in their summative assessment, since at least 70% of the students improved their results after the implementation of the didactic strategies under investigation.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Biologia e Geologia, 2022, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Modelação Estratigrafia Deformação geológica - Portugal Geologia - Estudo e ensino Ensino-aprendizagem Relatórios da prática de ensino supervisionada - 2022