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Advisor(s)
Abstract(s)
Todos os alunos, independentemente da sua idade, chegam à escola com as suas
próprias ideias sobre o mundo natural e de como este funciona. Quando estas ideias
não estão corretas do ponto de vista científico são designadas por conceções
alternativas e interferem com o processo de aprendizagem. Como tal, importa
identificá-las para poderem ser desconstruídas e os alunos alcançarem uma
aprendizagem significativa dos conteúdos lecionados. Este trabalho de investigação
procurou detetar as conceções alternativas que alunos de 11º ano apresentavam sobre
as rochas sedimentares como arquivos históricos da Terra, mais concretamente sobre
os fósseis nelas contidos. Foi utilizado um questionário que abrangia diversos tópicos,
nomeadamente o conceito de fóssil, o processo de fossilização e os fósseis como fontes
de informação evolutiva, cronológica e paleoambiental, o qual foi preenchido antes e
depois da intervenção letiva. Após o primeiro questionário foram detetadas nove
conceções alternativas. Entre outras atividades realizadas ao longo da intervenção, foi
proposta aos alunos a realização de um trabalho de pesquisa subordinado ao tema
“Paleoturismo em Portugal”. Cada grupo tinha como objetivo explorar uma de seis
jazidas existentes em Portugal, previamente selecionadas pela sua riqueza fossilífera e
importância paleontológica a nível nacional e internacional. A atividade investigativa
resultou na criação de uma apresentação digital por parte dos alunos, visando atrair
potenciais turistas para as regiões onde se situam as referidas jazidas. Com esta
atividade pretendeu-se que os alunos consolidassem as aprendizagens sobre fósseis
adquiridas nas aulas anteriores, desenvolvessem competências de pesquisa e seleção
de informação relevante, raciocínio, pensamento crítico e criativo, bem como
sensibilizá-los para a necessidade de proteger o património geológico nacional,
objetivos que parecem ter sido atingidos. No final da intervenção, o questionário foi
repetido e todas as nove conceções alternativas se mantiveram, apesar das atividades
investigativas realizadas ao longo da lecionação da unidade. Este resultado, apesar de
dececionante, parece ir ao encontro do que tem vindo a ser referido na literatura quanto
à natureza estável das conceções alternativas e da dificuldade de as desconstruir sem
uma abordagem explícita e direcionada para o efeito.
Every student, regardless of their age, comes to school with their own ideas about the natural world and how it works. When these ideas aren’t scientifically correct, they are called alternative conceptions, and they disturb the learning process. It is important to identify these conceptions so students can deconstruct them and are able to learn the meaningfully intended contents. This research attempts to identify the alternative conceptions held by 11st grade students about sedimentary rocks viewed as Earth’s historic archives, more specifically about the fossils in them. A questionnaire was used to contemplate several topics, namely fossil concept, the fossilization process and fossils as sources of evolutionary, chronological and paleoenvironmental information, that was applied before and after my teaching practice. After the first questionnaire, nine alternative conceptions were detected. Amongst several activities proposed to the students, one of them was a research work entitled “Paleotourism in Portugal”. Each group had to explore one of six Portuguese fossil sites, previously selected for national and international fossil richness and paleontological importance. This investigative activity led to the creation of a digital presentation, aimed to attract potential tourists to these fossil sites. This activity aimed to reinforce the concepts previously learned and to develop several skills such as reasoning, critical and creative thinking and ability to research and select relevant information, additionally raising student’s awareness towards the importance of protecting the national geologic patrimony. These objectives have all been met. In the end of the teaching practice, the questionnaire was repeated and all nine alternative conceptions remained, irrespective of the investigative activities carried out. This result, although disappointing, is aligned with literature reviews regarding alternative conception’s nature, and resistance to change without an explicit and targeted approach to them.
Every student, regardless of their age, comes to school with their own ideas about the natural world and how it works. When these ideas aren’t scientifically correct, they are called alternative conceptions, and they disturb the learning process. It is important to identify these conceptions so students can deconstruct them and are able to learn the meaningfully intended contents. This research attempts to identify the alternative conceptions held by 11st grade students about sedimentary rocks viewed as Earth’s historic archives, more specifically about the fossils in them. A questionnaire was used to contemplate several topics, namely fossil concept, the fossilization process and fossils as sources of evolutionary, chronological and paleoenvironmental information, that was applied before and after my teaching practice. After the first questionnaire, nine alternative conceptions were detected. Amongst several activities proposed to the students, one of them was a research work entitled “Paleotourism in Portugal”. Each group had to explore one of six Portuguese fossil sites, previously selected for national and international fossil richness and paleontological importance. This investigative activity led to the creation of a digital presentation, aimed to attract potential tourists to these fossil sites. This activity aimed to reinforce the concepts previously learned and to develop several skills such as reasoning, critical and creative thinking and ability to research and select relevant information, additionally raising student’s awareness towards the importance of protecting the national geologic patrimony. These objectives have all been met. In the end of the teaching practice, the questionnaire was repeated and all nine alternative conceptions remained, irrespective of the investigative activities carried out. This result, although disappointing, is aligned with literature reviews regarding alternative conception’s nature, and resistance to change without an explicit and targeted approach to them.
Description
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Biologia e Geologia, 2022, Universidade de Lisboa, Instituto de Educação
Keywords
Aprendizagem Ensino secundário (11º ano) Geologia - Estudo e ensino Rochas sedimentares Relatórios da prática de ensino supervisionada - 2022