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Quais as potencialidades do jigsaw no tema Fluxo de Energia nos Ecossistemas em alunos do 8.º ano?
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Tem-se verificado um maior desinteresse dos alunos pelas áreas científicas e pelo percurso escolar, no geral. A sociedade, hoje em dia, revela um suporte tecnológico e científico inegável pelo que, para compreendê-la, será necessário acompanhar as inovações científicas. A aprendizagem cooperativa, particularmente o jigsaw, pode criar um ambiente educativo adequado ao desenvolvimento de competências, contribuindo, ao mesmo tempo, para gerar aprendizagens significativas. Partindo da questão principal: “quais as potencialidades do jigsaw no tema fluxo de energia nos ecossistemas em alunos do 8.º ano?” pretendo aplicar o método jigsaw e perceber que competências transversais são trabalhadas, como pode contribuir para as aprendizagens significativas dos conteúdos, ao mesmo tempo diagnosticando as dificuldades e opiniões dos alunos, após a intervenção. Recorri ao inquérito por questionário, à observação direta e a alguns elementos de avaliação sumativa para apoiar os resultados. Foram participantes 27 alunos de uma turma do 8.º ano da região de Almada. Este método contribui para identificar as competências que necessitam de mais treino, contribuindo para o seu desenvolvimento. Pela sua estrutura e dinâmica, promove aprendizagens significativas e foi, regra geral, bem aceite pelos alunos. Contudo, a limitação temporal disponível para a intervenção, a falta de experiência prévia dos alunos relativamente ao jigsaw, adicionado ao facto de que o desenvolvimento de competências requer tempo para se aprimorar, impedem a extração de conclusões fortes. Além disso, o pequeno grupo de participantes e o carácter qualitativo da investigação não permitem generalizar os resultados.
There has been a greater lack of interest among students in scientific areas and in their school career, in general. Society today has undeniable technological and scientific support so, to understand it, it will be necessary to follow scientific innovations. Cooperative learning, particularly jigsaw, can create an educational environment suitable for developing skills, while contributing, at the same time, to generating meaningful learning. Starting from the main question: “what are the potential of the jigsaw on the topic of energy flow in ecosystems for 8th grade students?” I intend to apply the jigsaw method and understand which transversal skills are worked on, how it can contribute to meaningful learning of the content, at the same time diagnosing students' difficulties and opinions after the intervention. I used a questionnaire survey, direct observation and some elements of summative assessment to support the results. 27 students from an 8th grade class in the Almada region participated. This method helps to identify skills that require more training, contributing to their development. Due to its structure and dynamics, it promotes significant learning and was generally well accepted by students. However, the limited time available for the intervention, the students' lack of prior experience with jigsaw, added to the fact that the development of skills requires time to improve, prevent the extraction of strong conclusions. Furthermore, the small group of participants and the qualitative nature of the investigation do not allow generalizing the results.
There has been a greater lack of interest among students in scientific areas and in their school career, in general. Society today has undeniable technological and scientific support so, to understand it, it will be necessary to follow scientific innovations. Cooperative learning, particularly jigsaw, can create an educational environment suitable for developing skills, while contributing, at the same time, to generating meaningful learning. Starting from the main question: “what are the potential of the jigsaw on the topic of energy flow in ecosystems for 8th grade students?” I intend to apply the jigsaw method and understand which transversal skills are worked on, how it can contribute to meaningful learning of the content, at the same time diagnosing students' difficulties and opinions after the intervention. I used a questionnaire survey, direct observation and some elements of summative assessment to support the results. 27 students from an 8th grade class in the Almada region participated. This method helps to identify skills that require more training, contributing to their development. Due to its structure and dynamics, it promotes significant learning and was generally well accepted by students. However, the limited time available for the intervention, the students' lack of prior experience with jigsaw, added to the fact that the development of skills requires time to improve, prevent the extraction of strong conclusions. Furthermore, the small group of participants and the qualitative nature of the investigation do not allow generalizing the results.
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 Aprendizagem cooperativa Desenvolvimento das competências Pensamento crítico Ecossistemas Interação Relatórios da prática de ensino supervisionada - 2024