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As potencialidades de atividades investigativas no ensino e aprendizagem da unidade "Património Genético" - Um estudo com alunos do 12º ano
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O século XXI é marcado por uma sociedade em que os jovens se sentem desmotivados
na área das ciências. De forma a promover um maior interesse nesta área e consequentemente
aumentar os níveis de literacia científica, é essencial que as escolas estejam aptas a desenvolver
estratégias de ensino adequadas. As atividades investigativas são um exemplo de uma
abordagem fundamental, capaz de despertar maior interesse e motivação para a aprendizagem
das ciências.
Neste estudo foi desenvolvida uma investigação no âmbito da unidade curricular de
Iniciação à Prática Profissional IV, inserida no Mestrado em Ensino de Biologia e Geologia,
com o objetivo de compreender as potencialidades das atividades investigativas no ensino e
aprendizagem dos alunos no estudo das alterações do material genético. Os participantes em
estudo incluíram 26 alunos de uma turma do 12.º ano da disciplina de Biologia. A intervenção
didática decorreu numa escola secundária do concelho de Lisboa.
De forma a estudar as potencialidades das atividades investigativas na aprendizagem, o
tipo de competências desenvolvidas, as dificuldades demonstradas e a apreciação dos alunos
quanto às estratégias aplicadas foi adotada uma abordagem qualitativa e um paradigma
interpretativo. Assim, foram utilizados métodos de recolha de dados que consistiram na
observação das aulas, na aplicação de inquéritos por questionário e na análise de documentos
elaborados pelos alunos. A sequência didática teve por base o Modelo dos 5 E, tendo envolvido
a realização de atividades de pesquisa, uma visita de estudo e um debate em role play.
Os resultados evidenciam que as atividades investigativas apresentam um grande
potencial, visto que os alunos desenvolvem competências relacionadas com a pesquisa e seleção
de informação, pensamento crítico, raciocínio, comunicação e argumentação. Adicionalmente,
estimulam a curiosidade e o interesse dos alunos, pela aprendizagem. Contudo, alguns alunos tiveram dificuldades em trabalhar em grupo e em realizar as atividades no tempo proposto,
embora tivessem demonstrado um desempenho brilhante em todas as tarefas propostas. Importa
destacar que os alunos consideram as atividades desenvolvidas uma forma diferente de
aprender, com aulas dinâmicas e muito direcionadas para a sua participação ativa.
The 21st century is marked by a society in which young people feel unmotivated in science. In order to promote greater interest in this area, and therefore increase the scientific literacy levels, it is essential that schools are able to develop appropriate teaching strategies. Inquiry activities are an example of a fundamental approach that increases interest and, in turn, increases scientific literacy. In this study, an investigation was conducted within the scope of the Introduction to Professional Practice IV integrated in the master’s degree in Biology and Geology Teaching, and it aims to understand the potential of inquiry activities in the teaching and learning of students in the study of the changes in the genetic material. The study participants included 26 students from a 12th grade class of the biology subject. The didactic intervention took place in a secondary school in the municipality of Lisbon. In order to study the potential of inquiry activities in learning, the type of skills developed, the difficulties demonstrated, and the students' appreciation of the strategies applied, a qualitative approach and an interpretive paradigm were adopted. Thus, data collection methods were used, which consisted of observing the classes by the researcher, filling in questionnaire surveys and documents prepared by the students. The didactic sequence was based on the 5 E Model and research activities, outside the classroom and role play debate. The results show that inquiry activities have enormous potential, as students develop skills related to research and selection of information, critical thinking, reasoning, communication, and argumentation. In addition, it stimulates students' curiosity and interest, which leads to the acquisition of new learning. However, some students had difficulties in working in groups and in conducting the activities in the proposed time, although they had demonstrated a brilliant performance in all the proposed tasks. It should be noted that students consider the activities developed as a unique way of learning, with dynamic classes that are extremely focused on the active participation of students.
The 21st century is marked by a society in which young people feel unmotivated in science. In order to promote greater interest in this area, and therefore increase the scientific literacy levels, it is essential that schools are able to develop appropriate teaching strategies. Inquiry activities are an example of a fundamental approach that increases interest and, in turn, increases scientific literacy. In this study, an investigation was conducted within the scope of the Introduction to Professional Practice IV integrated in the master’s degree in Biology and Geology Teaching, and it aims to understand the potential of inquiry activities in the teaching and learning of students in the study of the changes in the genetic material. The study participants included 26 students from a 12th grade class of the biology subject. The didactic intervention took place in a secondary school in the municipality of Lisbon. In order to study the potential of inquiry activities in learning, the type of skills developed, the difficulties demonstrated, and the students' appreciation of the strategies applied, a qualitative approach and an interpretive paradigm were adopted. Thus, data collection methods were used, which consisted of observing the classes by the researcher, filling in questionnaire surveys and documents prepared by the students. The didactic sequence was based on the 5 E Model and research activities, outside the classroom and role play debate. The results show that inquiry activities have enormous potential, as students develop skills related to research and selection of information, critical thinking, reasoning, communication, and argumentation. In addition, it stimulates students' curiosity and interest, which leads to the acquisition of new learning. However, some students had difficulties in working in groups and in conducting the activities in the proposed time, although they had demonstrated a brilliant performance in all the proposed tasks. It should be noted that students consider the activities developed as a unique way of learning, with dynamic classes that are extremely focused on the active participation of students.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Biologia e Geologia, Universidade de Lisboa, Instituto de Educação, 2022
Palavras-chave
Literacia científica Ensino-aprendizagem Desenvolvimento das competências Património genético Relatórios da prática de ensino supervisionada - 2022