A carregar...
Publicação
Potencialidades do trabalho colaborativo no processo de ensino e aprendizagem do vulcanismo no 7º ano de escolaridade
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 17.21 MB | Adobe PDF |
Orientador(es)
Resumo(s)
Nos últimos anos, vários relatórios sobre o estado da Educação a nível internacional destacaram o crescente desinteresse dos alunos por Ciência. Este desafio educativo sem precedentes revela a necessidade de inovar a pedagogia, recorrendo a abordagens centradas no aluno. O trabalho colaborativo surge como uma estratégia essencial para aumentar tanto o interesse dos alunos, como os seus resultados académicos, desenvolvendo ainda um conjunto de competências transversais essenciais para os preparar mais adequadamente para os desafios do futuro. O presente estudo investiga as potencialidades do trabalho colaborativo no processo de ensino e aprendizagem do vulcanismo no 7.º ano de escolaridade. Para tal, seguiu uma abordagem qualitativa e interpretativa, que envolveu a participação ativa do professor como investigador, promovendo interações contínuas com os alunos no contexto escolar. A metodologia seguiu a modalidade de investigação sobre a própria prática, permitindo refletir sobre os desafios que surgem durante a mesma. Para responder ao objetivo de investigação, recolhi dados através de inquéritos por questionário e por entrevista, observação estruturada e não estruturada e análise documental. Estas técnicas de recolha de dados possibilitaram a triangulação dos resultados de modo a responder às questões orientadoras. A colaboração aumentou a motivação dos alunos, tornando o ambiente de aprendizagem estimulante e colocando-os no centro do processo educacional. Em termos de compreensão dos conhecimentos científicos, o trabalho colaborativo melhorou a perceção dos alunos sobre a sua eficácia, resultando também na melhoria das suas classificações académicas. Esta abordagem promoveu ainda progressos nas competências transversais, como pensamento crítico e resolução de problemas, relacionamento interpessoal e autonomia. Contudo, foram identificadas dificuldades, como a coordenação dos ritmos de trabalho, conflitos internos e a desigualdade na distribuição de tarefas. Os obstáculos sentidos reforçam a necessidade de adotar estratégias colaborativas mais frequentemente, que foquem a gestão eficaz dos grupos e o desenvolvimento de competências socioemocionais.
In recent years, several reports on the state of Education at an international level have highlighted students' growing lack of interest in Science. This unprecedented educational challenge reveals the need to innovate the pedagogy, using student-centered approaches. Collaborative work emerges as an essential strategy to increase both students' interest and their academic results, further developing a set of essential transversal skills to prepare them more adequately for the challenges of the future. The current study investigates the potential of collaborative work in the teaching and learning process of volcanism in the 7th grade. To this end, a qualitative and interpretative approach were followed, which involved the active participation of the teacher as a researcher, promoting continuous interactions with students in the school context. The methodology followed the modality of investigation into the practice itself, allowing reflection on the challenges that arise during it. In order to respond to the research’s objective, data was collected through questionnaire and interview surveys, structured and unstructured observations and document analysis. These data collection techniques made it possible to triangulate the results to answer the guiding questions. The collaborative approach increased students’ motivation, making the learning environment stimulating and placing them at the center of the educational process. In terms of the understanding of scientific knowledge, collaborative work improved students' perception of its effectiveness, also resulting in the improvement of their academic results. Furthermore, this approach promoted notable progress in soft skills such as critical thinking and problem solving, interpersonal relationships and autonomy. However, difficulties were identified, such as coordinating work rhythms, internal conflicts and inequality in task distribution. The obstacles experienced reinforce the need to adopt collaborative strategies more frequently, which focus on effective group management and the development of socio-emotional skills.
In recent years, several reports on the state of Education at an international level have highlighted students' growing lack of interest in Science. This unprecedented educational challenge reveals the need to innovate the pedagogy, using student-centered approaches. Collaborative work emerges as an essential strategy to increase both students' interest and their academic results, further developing a set of essential transversal skills to prepare them more adequately for the challenges of the future. The current study investigates the potential of collaborative work in the teaching and learning process of volcanism in the 7th grade. To this end, a qualitative and interpretative approach were followed, which involved the active participation of the teacher as a researcher, promoting continuous interactions with students in the school context. The methodology followed the modality of investigation into the practice itself, allowing reflection on the challenges that arise during it. In order to respond to the research’s objective, data was collected through questionnaire and interview surveys, structured and unstructured observations and document analysis. These data collection techniques made it possible to triangulate the results to answer the guiding questions. The collaborative approach increased students’ motivation, making the learning environment stimulating and placing them at the center of the educational process. In terms of the understanding of scientific knowledge, collaborative work improved students' perception of its effectiveness, also resulting in the improvement of their academic results. Furthermore, this approach promoted notable progress in soft skills such as critical thinking and problem solving, interpersonal relationships and autonomy. However, difficulties were identified, such as coordinating work rhythms, internal conflicts and inequality in task distribution. The obstacles experienced reinforce the need to adopt collaborative strategies more frequently, which focus on effective group management and the development of socio-emotional skills.
Descrição
Relatório da prática de ensino supervisionada, Mestrado em Ensino de Biologia e Geologia, 2024, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Ciências - Estudo e ensino Trabalho colaborativo Competência interpessoal Vulcanismo Relatórios da prática de ensino supervisionada - 2024