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Abstract(s)
Este relatório insere-se no âmbito do Mestrado em Ensino de Informática,
realizado no Instituto da Educação da Universidade de Lisboa, como trabalho final da
unidade curricular de Iniciação à Prática Profissional IV, no decurso do ano letivo
2021/22. Sob a temática “A Produção Audiovisual e o seu Ensino Básico com recurso
a Metodologias Ativas de Aprendizagem”, procura-se, neste documento e na sequência
da Prática Supervisionada de Ensino realizada à luz da unidade curricular, retratar todo
o trabalho desenvolvido durante o ano letivo (desde a fase de pré-ação [observação,
planeamento], à ação [implementação] e pós-ação [análise e reflexão]).
A intervenção pedagógica teve lugar na Escola Básica Soeiro Pereira Gomes
(2.º e 3.º Ciclo), do Agrupamento de Escolas de Alhandra, Sobralinho e São João dos
Montes, na disciplina de Arte e Tecnologia Digital do 8.º ano de escolaridade, mais
especificamente, no subdomínio de Vídeo: edição de imagem e som. Em razão dos
conteúdos a lecionar, utilizaram-se estratégias de trabalho em grupo beneficiando de
metodologias ativas aprendizagem, tais como, a Abordagem de Projeto (inspirada no
método Project Based Learning – PjBL, i.e., Aprendizagem Baseada em Projetos) e a
Aprendizagem Colaborativa. O projeto foi implementado ao longo de 1080 minutos
(24 tempos de 45 minutos em 12 aulas semanais).
A componente investigativa deste projeto de intervenção pedagógica, teve
como interesse específico recolher evidências para responder à seguinte questão de
investigação: Que impacto terão as metodologias ativas de aprendizagem (tais como a
abordagem de projeto e a aprendizagem colaborativa) na autopercepção da literacia
mediática e informacional, em alunos do ensino básico?
Procedeu-se à análise quantitativa com recurso à Escala de Literacia Mediática
e Informacional (ELMI) e uma análise qualitativa ao trabalho desenvolvido. Os alunos
revelaram evolução significativa na dimensão da subescala interação, sustentada numa
autoperceção de maior satisfação quando participam em trabalho colaborativo, i.e.
desenvolvido em grupo e de carácter prático; maior dificuldade na criação e edição de
conteúdos multimédia com vídeo digital, mais especificamente, a gestão do tempo e o
cumprimento de prazos, parecem ser aspetos problemáticos para alguns alunos.
This report is within the scope of the Master's in Informatics Teaching, carried out at the Institute of Education of the University of Lisbon, as a final work of the Initiation to Professional Practice IV curricular unit during the academic year 2021/22. Under the theme “Audiovisual Production and its Basic Education using Active Learning Methodologies”, it is sought, in this document and following the supervised teaching practice carried out in the light of the curricular unit, to portray all the work developed during the year teaching (from pre-action [observation, planning], to action [implementation] and post-action [analysis and reflection]). The pedagogical intervention took place at the Basic School of the 2nd and 3rd Cycles Soeiro Pereira Gomes, of the Agrupamento de Escolas de Alhandra, Sobralinho and São João dos Montes, in the discipline of Digital Art and Technology of the 8th year of schooling in the Video subdomain: image and sound editing. Due to the content to be taught, group work strategies were used, benefiting from active learning methodologies such as the project approach (inspired by the learning method of Project Based Learning – PjBL) and Collaborative Learning. The project was implemented over 1080 minutes (24 times of 45 minutes in 12 weekly classes). The investigative component of this pedagogical intervention project had the specific interest in collecting evidence to answer the following research question: What impact will active learning methodologies (such as the project approach and collaborative learning) have on self-perception of media and information literacy in elementary school students? A quantitative analysis was carried out using the scale of measurement Escala de Literacia Mediática e Informacional (ELMI). A qualitative analysis of the work developed by the students was also performed. Students showed a significant evolution in Interaction Subscale of ELMI supported by self-perception of greater satisfaction when participating in collaborative working group and of a practical nature; they also had greater difficulty in creating and editing multimedia content with digital video, more specifically, time management and meeting deadlines seems to be a problematic aspect for some students.
This report is within the scope of the Master's in Informatics Teaching, carried out at the Institute of Education of the University of Lisbon, as a final work of the Initiation to Professional Practice IV curricular unit during the academic year 2021/22. Under the theme “Audiovisual Production and its Basic Education using Active Learning Methodologies”, it is sought, in this document and following the supervised teaching practice carried out in the light of the curricular unit, to portray all the work developed during the year teaching (from pre-action [observation, planning], to action [implementation] and post-action [analysis and reflection]). The pedagogical intervention took place at the Basic School of the 2nd and 3rd Cycles Soeiro Pereira Gomes, of the Agrupamento de Escolas de Alhandra, Sobralinho and São João dos Montes, in the discipline of Digital Art and Technology of the 8th year of schooling in the Video subdomain: image and sound editing. Due to the content to be taught, group work strategies were used, benefiting from active learning methodologies such as the project approach (inspired by the learning method of Project Based Learning – PjBL) and Collaborative Learning. The project was implemented over 1080 minutes (24 times of 45 minutes in 12 weekly classes). The investigative component of this pedagogical intervention project had the specific interest in collecting evidence to answer the following research question: What impact will active learning methodologies (such as the project approach and collaborative learning) have on self-perception of media and information literacy in elementary school students? A quantitative analysis was carried out using the scale of measurement Escala de Literacia Mediática e Informacional (ELMI). A qualitative analysis of the work developed by the students was also performed. Students showed a significant evolution in Interaction Subscale of ELMI supported by self-perception of greater satisfaction when participating in collaborative working group and of a practical nature; they also had greater difficulty in creating and editing multimedia content with digital video, more specifically, time management and meeting deadlines seems to be a problematic aspect for some students.
Description
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Informática, 2022, Universidade de Lisboa, Instituto de Educação
Keywords
Ensino básico Linguagem audiovisual Metodologias Aprendizagem cooperativa Literacia mediática Relatórios da prática de ensino supervisionada - 2022