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Abstract(s)
Vários estudos sobre o ensino das Ciências indicam que a prática da argumentação
científica deve ter um papel central neste âmbito. Neste trabalho
pretende-se compreender como é que o uso de tarefas que promovem a argumentação
em contexto científico facilitam as aprendizagens dos alunos. As
questões de investigação pretenderam identificar que dificuldades sentiram
os alunos neste tipo de tarefas, que estratégias usaram para as ultrapassar e
que avaliação fizeram das tarefas efetuadas.
Os participantes foram alunos de uma turma do 7: ano (12–13 anos),
de uma escola da zona urbana de Lisboa. A intervenção foi realizada num
período de nove semanas, consistindo em cinco tarefas desenvolvidas no domínio
da Química. Foram usados métodos qualitativos para a recolha de
dados, que incluíram principalmente documentos escritos dos alunos, notas
de campo do professor, gravações áudio e vídeo de discussões realizadas em
aula, e uma entrevista em grupo focado após a conclusão das intervenções.
Da codificação dos documentos escritos e da transcrição da entrevista emergiram
as categorias que permitiram responder às questões de investigação.
As notas de campo, as gravações áudio e vídeo e as discussões com os orientadores
foram usadas para validar os dados.
A análise mostrou que os alunos sentem dificuldade na redação dos argumentos
usando linguagem científica e na própria estrutura dos argumentos.
Para ultrapassar as dificuldades os alunos recorreram à pesquisa de informação,
à manipulação de materiais, à discussão e ao apoio do professor. Os
alunos avaliaram ar tarefas de forma muito positiva, tendo permitido a exploração
autónoma das questões e um forte envolvimento na compreensão e
crítica das ideias com o objetivo de construir argumentos convincentes.
Several studies in science education point out that engaging in scientific argumentation should play a central role in the teaching and learning of science. In this work, the main aim is to understand how the use of tasks designed to promote argumentation in a scientific context can improve science learning. The research questions focused on the understanding of the difficulties that students experience in these type of tasks, the strategies they use to overcome the difficulties and the appraisal they did on the performed tasks. The project was undertaken with pupils in 7th grade (12-13 year-olds), in an urban school in Lisbon. The intervention took place over nine weeks and consisted of five tasks in the Chemistry subject. Qualitative research methods were selected to gather the data and included mainly written documents from the students, field notes, video and audio-taping of classroom discourse, and a focus group interview at the end of the interventions. The written material and the transcript of the interview were coded to find patterns that fit the research questions. Field notes, video and audio recordings, and discussions with the supervisors were used to validate the data. Analysis of the collected data shows difficulties with scientific language in the course of argument construction and also with argument structure itself. A set of four distinct strategies to overcome difficulties were identified: data search, materials’ manipulation, group or class discussions and teacher support. The overall appraisal of the tasks was highly positive, enabling children to explore the questions autonomously, and engage deeply in meaning construction and critique in order to produce convincing arguments.
Several studies in science education point out that engaging in scientific argumentation should play a central role in the teaching and learning of science. In this work, the main aim is to understand how the use of tasks designed to promote argumentation in a scientific context can improve science learning. The research questions focused on the understanding of the difficulties that students experience in these type of tasks, the strategies they use to overcome the difficulties and the appraisal they did on the performed tasks. The project was undertaken with pupils in 7th grade (12-13 year-olds), in an urban school in Lisbon. The intervention took place over nine weeks and consisted of five tasks in the Chemistry subject. Qualitative research methods were selected to gather the data and included mainly written documents from the students, field notes, video and audio-taping of classroom discourse, and a focus group interview at the end of the interventions. The written material and the transcript of the interview were coded to find patterns that fit the research questions. Field notes, video and audio recordings, and discussions with the supervisors were used to validate the data. Analysis of the collected data shows difficulties with scientific language in the course of argument construction and also with argument structure itself. A set of four distinct strategies to overcome difficulties were identified: data search, materials’ manipulation, group or class discussions and teacher support. The overall appraisal of the tasks was highly positive, enabling children to explore the questions autonomously, and engage deeply in meaning construction and critique in order to produce convincing arguments.
Description
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Física e Química no 3º Ciclo do Ensino Básico e no Ensino Secundário, Universidade de Lisboa, Instituto de Educação, 2016
Keywords
Argumentação Educação em ciências Química Materiais Literacia científica Relatórios da prática de ensino supervisionada - 2016