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Abordagem STEM na aprendizagem da luz e dos fenómenos óticos : um trabalho com alunos do 8º ano
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O presente estudo teve como objetivo conhecer a influência de uma abordagem STEM, na aprendizagem do tópico “Luz e Fenómenos Óticos” em alunos do 8.º ano de escolaridade. De forma concreta, pretendeu-se investigar qual a evolução na intenção em seguir carreiras científicas, quais as aprendizagens realizadas e por fim quais as estratégias utilizadas pelos alunos quando envolvidos numa abordagem STEM. O trabalho investigativo foi desenvolvido numa turma de 8.º ano de Física e Química, pertencente a uma escola da área metropolitana de Lisboa. Os participantes neste estudo foram 25 alunos, 14 do sexo masculino e 11 do sexo feminino. A média de idade dos participantes é de 13 anos. Nesse sentido, foi desenvolvido uma sequência de tarefas de investigação em STEM sobre o tópico “Luz e Fenómenos Óticos” de acordo com os objetivos curriculares em vigor no sistema educacional português. Para o presente estudo recorreu-se um método de investigação misto, tendo sido utilizados como instrumentos de recolha de dados um questionário sobre a motivação para as áreas STEM, antes e após a abordagem STEM, a observação, noras de campo e registos escritos dos alunos. Os resultados do presente estudo permitiram concluir que foram desenvolvidas aprendizagens nos domínios conceptual, processual e de comunicação e argumentação científicas, evidenciando ainda uma maior motivação e envolvimento dos alunos, em todo o processo de aprendizagem, quando envolvidos em tarefas com uma abordagem STEM. Os resultados destacam a importância de uma abordagem STEM no desenvolvimento e determinação do interesse dos alunos em seguirem estudos e carreiras nestas áreas.
The present study aimed to know the influence of a STEM approach on the learning of the topic “Light and optical phenomena’s” in 8th grade students. Specifically, it was intended to investigate the evolution of students' intention in following STEM careers after the STEM approach on the topic and what the students learned when involved in a STEM approach. The research was carried out in a 8th year Physics and Chemistry class, at a school in the metropolitan area of Lisbon. Participants in this study were 25 students, 14 males and 11 females. The average age is around 13 years old. In this sense, a sequence of STEM inquiry-based learning activities was developed on the topic “Light and optical phenomena’s” according to the curricular objectives in force in the Portuguese educative system. For the present study, a mixed methodology was used. Data were collected through a questionnaire on motivation for careers in the STEM areas, before and after the STEM approach, observation (naturalistic) and documents written by students. The results of this study allow us to conclude that learning was developed in the conceptual, procedural and scientific communication and argumentation domains, and showed that students were more motivated and involved in the whole learning process when they were involved in tasks with a STEM approach. These results highlight the importance of integrated STEM activities in developing students' interest in pursuing studies and careers in these areas.
The present study aimed to know the influence of a STEM approach on the learning of the topic “Light and optical phenomena’s” in 8th grade students. Specifically, it was intended to investigate the evolution of students' intention in following STEM careers after the STEM approach on the topic and what the students learned when involved in a STEM approach. The research was carried out in a 8th year Physics and Chemistry class, at a school in the metropolitan area of Lisbon. Participants in this study were 25 students, 14 males and 11 females. The average age is around 13 years old. In this sense, a sequence of STEM inquiry-based learning activities was developed on the topic “Light and optical phenomena’s” according to the curricular objectives in force in the Portuguese educative system. For the present study, a mixed methodology was used. Data were collected through a questionnaire on motivation for careers in the STEM areas, before and after the STEM approach, observation (naturalistic) and documents written by students. The results of this study allow us to conclude that learning was developed in the conceptual, procedural and scientific communication and argumentation domains, and showed that students were more motivated and involved in the whole learning process when they were involved in tasks with a STEM approach. These results highlight the importance of integrated STEM activities in developing students' interest in pursuing studies and careers in these areas.
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Educação STEM Aprendizagem Fibra ótica Física - Estudo e ensino Relatórios da prática de ensino supervisionada - 2024