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Advisor(s)
Abstract(s)
A motivação para aprender é um dos fatores mais importantes no processo de ensino e aprendizagem e nem sempre está presente. Desde o início do século XXI, tem se detetado um desinteresse crescente dos alunos pelas ciências, que a consideram muitas vezes difícil, aborrecida e irrelevante para as suas vidas. De acordo com vários autores, os alunos aprendem melhor e estão mais motivados para aprender se acreditarem que essa aprendizagem lhes será útil (relevância), que o estudo não lhes irá exigir um esforço adicional ou impedir de fazer outras coisas que gostam (taxa de esforço), e se acreditarem que serão bem-sucedidos (expetativa de sucesso). Como tal, a componente investigativa realizada no âmbito do Relatório da Prática de Ensino Supervisionada (RPES), teve como objetivo principal estudar estratégias que promovam fatores impulsionadores da motivação nos alunos do 11.º ano de escolaridade no tema das rochas sedimentares. Será avaliado o impacto das atividades investigativas, da realização de e-quizzes e do trabalho de grupo na promoção da relevância que os alunos atribuem às rochas sedimentares, na diminuição da taxa de esforço e no aumento das expetativas de sucesso que os mesmos associam a essa temática, respetivamente. A razão da escolha desta unidade didática deveu-se à constatação de que os alunos revelavam baixa motivação para aprender a mesma. Esta investigação teve lugar, antes, durante e após a intervenção letiva realizada no mês de abril numa escola localizada no concelho de Sintra. A metodologia adotada segue uma abordagem qualitativa, através da realização de inquéritos por questionário, complementados com a informação recolhida no diário de bordo e entrevistas realizadas aos alunos. A turma alvo deste estudo é constituída por 20 alunos, 5 dos quais frequentam a disciplina de PLNM (Português Língua Não Materna).
Os resultados mostram que as atividades investigativas, a realização de e-quizzes e o trabalho de grupo têm várias potencialidades, nomeadamente na promoção dos fatores de motivação: relevância, taxa de esforço e expetativa de sucesso. Estas no entanto, mostraram-se insuficientes no aumento da motivação de todos os alunos da turma em estudo por diversas razões, como é analisado no presente relatório, realçando a complexidade associada à motivação.
Motivation to learn is one of the most important factors in teaching and learning processes and is not always present. Since the beginning of the 21st century, there has been a growing lack of interest among students in science, who often consider it difficult, boring and irrelevant to their lives. According to several authors, students learn better and are more motivated to learn if they believe that this learning will be useful to them (value), that studying will not require additional effort or prevent them from doing other things they enjoy (cost) and if they believe they will be successful (expectancies). As such, the investigative component carried out in this Supervised Teaching Practice Report (RPES), had as its main objective to study strategies that promote motivation-boosting factors in 11th year students on the topic of sedimentary rocks. The impact of inquiry-based activities, e-quizzes and group work will be evaluated in promoting the relevance that students attribute to sedimentary rocks, in reducing the rate of effort and in increasing the expectations of success that they associate with this theme, respectively. The reason for choosing this teaching unit was due to the observation that these students showed low motivation to learn it. This investigation took place before, during and after the academic intervention carried out in April at a school located in Sintra. The methodology adopted follows a qualitative approach, through questionnaire surveys, complemented with information collected in the logbook and students’ interviews. The target class of this study is composed of 20 students, 5 of whom attend the PLNM (Portuguese Non-Mother Language) course. The results show that inquiry-based activities, e-quizzes and group work have several potentialities, especially in promoting the motivational factors: value, cost and expectancies. These, however, proved to be insufficient in increasing the motivation of all students in the class under this study for several reasons, as analyzed in this report, highlighting the complexity associated with motivation.
Motivation to learn is one of the most important factors in teaching and learning processes and is not always present. Since the beginning of the 21st century, there has been a growing lack of interest among students in science, who often consider it difficult, boring and irrelevant to their lives. According to several authors, students learn better and are more motivated to learn if they believe that this learning will be useful to them (value), that studying will not require additional effort or prevent them from doing other things they enjoy (cost) and if they believe they will be successful (expectancies). As such, the investigative component carried out in this Supervised Teaching Practice Report (RPES), had as its main objective to study strategies that promote motivation-boosting factors in 11th year students on the topic of sedimentary rocks. The impact of inquiry-based activities, e-quizzes and group work will be evaluated in promoting the relevance that students attribute to sedimentary rocks, in reducing the rate of effort and in increasing the expectations of success that they associate with this theme, respectively. The reason for choosing this teaching unit was due to the observation that these students showed low motivation to learn it. This investigation took place before, during and after the academic intervention carried out in April at a school located in Sintra. The methodology adopted follows a qualitative approach, through questionnaire surveys, complemented with information collected in the logbook and students’ interviews. The target class of this study is composed of 20 students, 5 of whom attend the PLNM (Portuguese Non-Mother Language) course. The results show that inquiry-based activities, e-quizzes and group work have several potentialities, especially in promoting the motivational factors: value, cost and expectancies. These, however, proved to be insufficient in increasing the motivation of all students in the class under this study for several reasons, as analyzed in this report, highlighting the complexity associated with motivation.
Description
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Biologia e Geologia no 3º Ciclo do Ensino Básico e Ensino Secundário, 2024, Universidade de Lisboa, Instituto de Educação
Keywords
Motivação dos alunos Trabalho de grupo Aprendizagem investigativa Rochas sedimentares Relatórios da prática de ensino supervisionada - 2024