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Os Recursos marítimos na Geografia do 10º ano. Os mapas conceptuais na promoção das aprendizagens significativas
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O Relatório de Prática de Ensino Supervisionada descreve a sequência didática
desenvolvida no âmbito do Mestrado em Ensino de Geografia da Universidade de
Lisboa. O relatório incide sobre as atividades didáticas praticadas no âmbito da
disciplina de Geografia A, numa turma do 10.º ano de escolaridade na Escola
Secundária D. Pedro V. A minha intervenção decorreu de duas formas, entre o ensino
presencial e o ensino à distância, devido ao surto pandémico mundial da COVID-19,
sendo seis das dez aulas lecionadas segundo o regime de ensino à distância.
Inserida na temática Os recursos naturais de que a população dispõe: usos,
limites e potencialidades, a intervenção incidiu no subtema dos Recursos Marítimos.
De forma a atingir os objetivos esperados nos documentos orientadores da disciplina,
a principal estratégia de ensino-aprendizagem aplicada na prática letiva, foi a
construção de mapas conceptuais sobre a temática da pesca em Portugal. Esta
ferramenta permite que o aluno estruture os seus conhecimentos de forma
hierarquizada para uma melhor compreensão dos mesmos. Esta estratégia visa
estimular os alunos a aprimorar as suas capacidades de raciocínio através de conceitoschave. A temática abordada durante a sequência didática, foi conduzida de forma a
promover e consciencializar os formandos para a responsabilidade cidadã ambiental
na gestão dos recursos marítimos, onde a investigação de problemas ambientais e
sociais estimulam o aluno a fortalecer capacidades como uma argumentação
fundamentada e pensamento crítico.
A recolha de dados para análise foi essencialmente de aspetos descritivos e
qualitativos. A informação recolhida permite confirmar que a cooperação entre
aluno/professor numa sala de aula tem maior efetividade para o desenvolvimento dos
conhecimentos e aptidões, do que nas sessões online. Os alunos demonstraram
interesse na ferramenta dos mapas conceptuais, mas apresentando dificuldades na
hierarquização de conceitos. A turma evidenciou resultados díspares, nas atividades
propostas, mas na ordem do razoável/suficiente.
The Supervised Teaching Practice Report describes the didactic sequence developed as part of the Master's Degree in Teaching and Geography at the University of Lisbon. In this way, the report focuses on the didactic activities practiced in the subject of Geography A, in a 10th grade class at the D. Pedro V. Secondary School. My intervention took place in two ways, between face-to-face teaching and distance learning, due to the global pandemic outbreak of COVID-19, with six of the ten lessons being taught by distance learning. As part of the theme The Natural Resources available to the population: uses, limits and potential, the intervention focused on the sub-theme of Maritime Resources. To achieve the objectives, set out in the subject's guiding documents, the main teaching-learning strategy applied in teaching practice was the construction of concept maps about fishing resources in Portugal. This tool allows students to structure their knowledge in a hierarchical way to better understand it. This strategy aims to encourage students to improve their reasoning skills through key concepts. The topics covered during the didactic sequence were conducted in such a way as to promote and raise students' awareness of environmental citizen responsibility and sustainable management of maritime resources, where the investigation of environmental and social problems encourages students to strengthen skills such as reasoned argumentation and critical thinking. The data collected for analysis was essentially descriptive and qualitative. The information gathered confirms that student/teacher co-operation in a classroom is more effective in developing knowledge and skills than in online sessions. The students generally showed interest in the concept map tool but had difficulties hierarchizing concepts. The class showed mixed results in the proposed activities, but in the reasonable/sufficient range.
The Supervised Teaching Practice Report describes the didactic sequence developed as part of the Master's Degree in Teaching and Geography at the University of Lisbon. In this way, the report focuses on the didactic activities practiced in the subject of Geography A, in a 10th grade class at the D. Pedro V. Secondary School. My intervention took place in two ways, between face-to-face teaching and distance learning, due to the global pandemic outbreak of COVID-19, with six of the ten lessons being taught by distance learning. As part of the theme The Natural Resources available to the population: uses, limits and potential, the intervention focused on the sub-theme of Maritime Resources. To achieve the objectives, set out in the subject's guiding documents, the main teaching-learning strategy applied in teaching practice was the construction of concept maps about fishing resources in Portugal. This tool allows students to structure their knowledge in a hierarchical way to better understand it. This strategy aims to encourage students to improve their reasoning skills through key concepts. The topics covered during the didactic sequence were conducted in such a way as to promote and raise students' awareness of environmental citizen responsibility and sustainable management of maritime resources, where the investigation of environmental and social problems encourages students to strengthen skills such as reasoned argumentation and critical thinking. The data collected for analysis was essentially descriptive and qualitative. The information gathered confirms that student/teacher co-operation in a classroom is more effective in developing knowledge and skills than in online sessions. The students generally showed interest in the concept map tool but had difficulties hierarchizing concepts. The class showed mixed results in the proposed activities, but in the reasonable/sufficient range.
Descrição
Palavras-chave
Geografia Geografia Escolar Aprendizagem Significativa Mapas Conceptuais Recursos Marítimos