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STEM no ensino dos materiais : um estudo com alunos do 7º ano
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A educação STEM (Science,Technology,Engineering,Mathematics) carateriza-se pela integração das quatro áreas do conhecimento, a nível interdisciplinar e transdisciplinar. Esta beneficia o ensino da físico-química, pois estimula o desenvolvimento de competências essenciais como o pensamento crítico, a resolução de problemas e o trabalho colaborativo, fundamentais para capacitar os alunos a enfrentar os desafios complexos e a incerteza do mundo atual. Este trabalho tem como objetivo investigar de que forma uma sequência didática STEM contribui para a evolução das imagens dos alunos sobre STEM e para as suas aprendizagens sobre o tópico Materiais. Tendo em conta a finalidade deste trabalho foram identificadas três questões de investigação: (1) Que evolução ocorre nas imagens dos alunos sobre STEM após estarem envolvidos numa proposta didática STEM? (2) Que aprendizagens sobre o tópico Materiais realizam os alunos quando envolvidos numa proposta didática STEM?; (3) Que dificuldades sobre o tópico Materiais sentem os alunos quando envolvidos numa proposta didática STEM?. Para responder a estas questões, foram desenvolvidas cinco tarefas STEM, seguindo o modelo de design thinking com foco na construção de protótipos. Este estudo contou com a participação de 29 alunos do 7.º ano pertencentes a uma escola básica e secundária do concelho de Torres Vedras, distrito de Lisboa. As tarefas estão relacionadas com questões ambientais, de forma a envolver os alunos em atividades contextualizadas em problemas do mundo real. Utilizou-se uma metodologia de investigação qualitativa com os seguintes instrumentos de recolha de dados: questionário de resposta aberta, realizado antes e depois da implementação da proposta didática; notas de campo resultantes da observação; e os registos escritos dos alunos. Os resultados mostram uma evolução na imagem dos alunos sobre STEM, com maior equilíbrio e integração das quatro áreas STEM. Inicialmente, as profissões de matemático e cientista eram mais destacadas, enquanto após a intervenção, a profissão de engenheiro ganhou mais relevância. A proposta didática STEM contribuiu para a aprendizagem dos alunos, tanto no conhecimento científico sobre Materiais quanto no planeamento, na capacidade de pensar criticamente e na resolução de problemas, importante no desenvolvimento de competências essenciais para o século XXI. Contudo, foram identificadas dificuldades em alguns conceitos científicos, pesquisa, no trabalho em grupo, no desenvolvimento de alguns protótipos e na gestão do tempo.
STEM education (Science, Technology, Engineering, Mathematics) integrates the four areas that form the acronym in an interdisciplinary and transdisciplinary way.. This approach benefits the teaching of physical chemistry by stimulating the development of essential skills such as critical thinking, problem-solving, and collaborative work, which are crucial for equipping students to face the complex challenges and uncertainties of today's world. This work aims to investigate how a STEM didactic sequence contributes to the evolution of students' perceptions of STEM and their learning about the topic of Materials. Considering the purpose of this study, three research questions were identified: (1) What changes occur in students' perceptions of STEM after being involved in a STEM didactic proposal? (2) What learning do students achieve about the topic of Materials when engaged in a STEM didactic proposal? (3) What difficulties do students encounter regarding the topic of Materials when involved in a STEM didactic proposal? To answer these questions, five STEM tasks were developed following the design thinking model with a focus on prototype construction. This study involved 29 seventh-grade students from a basic and secondary school in the municipality of Torres Vedras, Lisbon district. The tasks are related to environmental issues, aiming to engage students in activities contextualized in real-world problems. A qualitative research methodology was used with the following data collection instruments: open-ended questionnaires conducted before and after the didactic sequence, field notes from observations, and students' written records. The results show an evolution in students' perceptions of STEM, with a more balanced and integrated view of the four STEM areas. Initially, the professions of mathematician and scientist were more highlighted, whereas after the intervention, the profession of engineer gained more relevance. The STEM didactic proposal contributed to students' learning, both in scientific knowledge about Materials and in planning, critical thinking, and problem-solving abilities, which are important for developing essential 21st-century skills. However, difficulties were identified in some scientific concepts, research, group work, prototype development, and time management.
STEM education (Science, Technology, Engineering, Mathematics) integrates the four areas that form the acronym in an interdisciplinary and transdisciplinary way.. This approach benefits the teaching of physical chemistry by stimulating the development of essential skills such as critical thinking, problem-solving, and collaborative work, which are crucial for equipping students to face the complex challenges and uncertainties of today's world. This work aims to investigate how a STEM didactic sequence contributes to the evolution of students' perceptions of STEM and their learning about the topic of Materials. Considering the purpose of this study, three research questions were identified: (1) What changes occur in students' perceptions of STEM after being involved in a STEM didactic proposal? (2) What learning do students achieve about the topic of Materials when engaged in a STEM didactic proposal? (3) What difficulties do students encounter regarding the topic of Materials when involved in a STEM didactic proposal? To answer these questions, five STEM tasks were developed following the design thinking model with a focus on prototype construction. This study involved 29 seventh-grade students from a basic and secondary school in the municipality of Torres Vedras, Lisbon district. The tasks are related to environmental issues, aiming to engage students in activities contextualized in real-world problems. A qualitative research methodology was used with the following data collection instruments: open-ended questionnaires conducted before and after the didactic sequence, field notes from observations, and students' written records. The results show an evolution in students' perceptions of STEM, with a more balanced and integrated view of the four STEM areas. Initially, the professions of mathematician and scientist were more highlighted, whereas after the intervention, the profession of engineer gained more relevance. The STEM didactic proposal contributed to students' learning, both in scientific knowledge about Materials and in planning, critical thinking, and problem-solving abilities, which are important for developing essential 21st-century skills. However, difficulties were identified in some scientific concepts, research, group work, prototype development, and time management.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Física e de Química no 3º Ciclo do Ensino Básico e no Ensino Secundário, 2024, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Educação STEM Química - Estudo e ensino Design thinking Envolvimento dos alunos Relatórios da prática de ensino supervisionada - 2024