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Abstract(s)
Este relatório descreve o exercício da Prática de Ensino Supervisionada realizada na
Escola Secundária da Portela, do concelho de Loures, no âmbito do Mestrado em
Ensino de Informática, do Instituto de Educação da Universidade de Lisboa. Esta
intervenção decorreu numa turma do 9º ano de escolaridade, durante o 2.º e 3.º período
do ano letivo 2021/2022. Foram lecionadas 10 aulas no total de 500 minutos letivos
na unidade temática de “Introdução à Robótica”. Nesta intervenção foi implementado
o cenário aprendizagem “Smart City”, dedicado à programação de robots num contexto
urbano para assim sensibilizar os alunos para as questões da gestão da mobilidade nas
cidades. A metodologia de aprendizagem selecionada foi a Aprendizagem Baseada em
Problemas (ABP), recorrendo-se à robótica educativa como estratégia de ensino para
a aprendizagem inicial da programação no ensino básico e também como estratégia
promotora de competências cognitivas e sociais, por forma a estruturar os
conhecimentos dos alunos relativos à temática abordada. Foi ainda trabalhada uma
dimensão de investigação onde se procurou responder à seguinte questão de
investigação: Q1: A aprendizagem da programação de robots será idêntica nas
raparigas e nos rapazes? Os resultados mostraram que a questão foi respondida em
sentido favorável na medida em que não se registaram diferenças significativas entre
o grupo de raparigas e o grupo de rapazes, tanto para a totalidade do teste de
conhecimentos como para as diferentes dimensões em estudo: algoritmia, robótica e
programação. Os resultados relativos à intervenção, centrados nas aprendizagens
realizadas pelos alunos (pré-teste e pós-teste) e na sua apreciação relativamente ao
desempenho do professor, demonstraram igualmente que esta intervenção foi bem sucedida face aos objetivos definidos para o cenário implementado.
This report describes the Supervised Teaching Practice carried out at the Secondary School of Portela, in the municipality of Loures, as part of the Master's Degree in Computer Science Teaching, of the Institute of Education of the University of Lisbon. This intervention took place in a 9th grade class, during the 2nd and 3rd terms of the school year 2021/2022. During 500 minutes in 10 lessons were taught about the thematic unit of "Introduction to Robotics". In this intervention the learning scenario "Smart City" was implemented, dedicated to the programming of robots in an urban context to raise students' awareness of mobility issues and mobility management in cities. The learning methodology selected was Problem-Based Learning (PBL), using educational robotics as a teaching strategy for the initial learning of programming in primary education, and also as a strategy to promote cognitive and social skills, in order to structure the students' knowledge regarding the theme addressed. A research dimension was also developed to answer the following research question: Q1: Is the learning of robot programming identical for girls and boys? The results have showed that the question was favourably answered insofar as there were no significant differences between the group of girls and the group of boys, both for the totality of the knowledge test and for the different dimensions under study, which were: algorithm, robotics and programming. The results regarding the intervention, focused on the learning achieved by the students (pre-test and post-test) and on their appreciation of the teacher's performance, that have showed that this intervention was successful regarding the objectives defined for the implemented scenario.
This report describes the Supervised Teaching Practice carried out at the Secondary School of Portela, in the municipality of Loures, as part of the Master's Degree in Computer Science Teaching, of the Institute of Education of the University of Lisbon. This intervention took place in a 9th grade class, during the 2nd and 3rd terms of the school year 2021/2022. During 500 minutes in 10 lessons were taught about the thematic unit of "Introduction to Robotics". In this intervention the learning scenario "Smart City" was implemented, dedicated to the programming of robots in an urban context to raise students' awareness of mobility issues and mobility management in cities. The learning methodology selected was Problem-Based Learning (PBL), using educational robotics as a teaching strategy for the initial learning of programming in primary education, and also as a strategy to promote cognitive and social skills, in order to structure the students' knowledge regarding the theme addressed. A research dimension was also developed to answer the following research question: Q1: Is the learning of robot programming identical for girls and boys? The results have showed that the question was favourably answered insofar as there were no significant differences between the group of girls and the group of boys, both for the totality of the knowledge test and for the different dimensions under study, which were: algorithm, robotics and programming. The results regarding the intervention, focused on the learning achieved by the students (pre-test and post-test) and on their appreciation of the teacher's performance, that have showed that this intervention was successful regarding the objectives defined for the implemented scenario.
Description
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Informática, 2022, Universidade de Lisboa, Instituto de Educação
Keywords
Aprendizagem baseada em problemas Pensamento computacional Robótica Programação (Computadores) Relatórios da prática de ensino supervisionada - 2022