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As potencialidades da metodologia trabalho projeto no processo de ensino-aprendizagem da temática "Magmatismo-rochas magmáticas" com alunos do 11º ano
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Resumo(s)
Atualmente a investigação em Educação mostra um crescente desinteresse dos alunos e alunas pela escola no geral, não sendo este particular das Ciências. Entre as razões apontadas sobressai um ensino distanciado dos valores e interesses que os alunos trazem para a sala de aula. Importa, então, inovar as práticas de ensino tornando-o motivador, significativo e envolvente. O trabalho projeto contém estes elementos ao centrar o processo de aprendizagem nos alunos que decidem acerca dos temas a aprofundar, dos problemas a resolver e dos produtos a construir.
Partindo do problema – Quais as potencialidades da metodologia trabalho projeto no processo de ensino-aprendizagem da subunidade “Magmatismo – rochas magmáticas”, do 11º ano, com recurso ao estudo do Complexo Vulcânico de Lisboa (CVL)? Definiram-se os seguintes objetivos decorrentes das questões de investigação: i) identificar as competências desenvolvidas pelos alunos ao longo da realização do projeto; ii) descrever as dificuldades sentidas pelos alunos no decorrer do trabalho projeto, iii) analisar a apreciação que os alunos fazem não só desta metodologia, mas também das atividades realizadas.
Recorreu-se a uma metodologia essencialmente qualitativa. O inquérito por questionário e a observação livre e estruturada foram as técnicas de recolha de dados seguidas. Como instrumentos de recolha dados utilizaram-se questionários com questões abertas e fechadas, grelhas de observação e de avaliação. Foram participantes os 26 alunos de uma turma do 11º Ano de uma escola secundária de Lisboa.
Os resultados obtidos mostram que a aplicação da metodologia de projeto permite a aquisição de conhecimentos no âmbito da Geologia, em particular, no estudo do magmatismo. Esta metodologia promove, ainda, o desenvolvimento de competências relacionadas com a colaboração, criação de um produto (trabalho final) que integra teoria e prática, pesquisa e interpretação de informação, resolução de problemas, criatividade e espírito crítico. Contudo, foi consumido algum tempo fora do horário das aulas, sendo difícil de conjugar esta metodologia com a prioridade do exame nacional.
Nowadays, research in Education demonstrates an increasing uninterest for school from male and female students, thus not being particularly for Sciences. Amongst the pointed reasons stands out the distant teaching far from students interests and values. As such it is important to introduce new methodologies and strategies that match the student’s expectations, making teaching motivating, meaningful and engaging. This investigation has as an objective to perceive the project-based learning methodology’s strengths on teaching-learning process when applied to the study of the unit “Magmatismo – Rochas magmáticas” featuring the study of Lisbon’s Volcanic Complex (CVL). Thus, this study aims to perceive: i) identify the developed skills by students during the elaboration of the project; ii) describe the main difficulties during the project and iii) analyse the appraise of this methodology and the activities that were made. An essentially qualitative methodology was used. For data collection and analysis several techniques were used, such as inquiries with closed and open questions, free and structured observations and evaluation grids. As participants, the study included a class of 26 11th grade students from a high school in Lisbon. The obtained results demonstrate that the application of project-based learning methodology allows the acquisition of knowledge in the field of geology, mainly in magmatism’ study. This methodology also promotes the development of skills related to cooperation, setting-up of a final assessment that integrates theoretical and practical knowledge, research and interpretation of gathered information, problem solving, creativity and critical thinking. However, this methodology consumed time outside the class, thus being difficult to articulate with the student’s study to national exam.
Nowadays, research in Education demonstrates an increasing uninterest for school from male and female students, thus not being particularly for Sciences. Amongst the pointed reasons stands out the distant teaching far from students interests and values. As such it is important to introduce new methodologies and strategies that match the student’s expectations, making teaching motivating, meaningful and engaging. This investigation has as an objective to perceive the project-based learning methodology’s strengths on teaching-learning process when applied to the study of the unit “Magmatismo – Rochas magmáticas” featuring the study of Lisbon’s Volcanic Complex (CVL). Thus, this study aims to perceive: i) identify the developed skills by students during the elaboration of the project; ii) describe the main difficulties during the project and iii) analyse the appraise of this methodology and the activities that were made. An essentially qualitative methodology was used. For data collection and analysis several techniques were used, such as inquiries with closed and open questions, free and structured observations and evaluation grids. As participants, the study included a class of 26 11th grade students from a high school in Lisbon. The obtained results demonstrate that the application of project-based learning methodology allows the acquisition of knowledge in the field of geology, mainly in magmatism’ study. This methodology also promotes the development of skills related to cooperation, setting-up of a final assessment that integrates theoretical and practical knowledge, research and interpretation of gathered information, problem solving, creativity and critical thinking. However, this methodology consumed time outside the class, thus being difficult to articulate with the student’s study to national exam.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Biologia e Geologia, Universidade de Lisboa, Instituto de Educação, 2019
Palavras-chave
Desenvolvimento de competências Geologia - Estudo e ensino Relatórios da prática de ensino supervisionada - 2019