A carregar...
Publicação
Educação STEM no ensino do som : um trabalho com alunos do 8º ano de escolaridade
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 10.68 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
As escolas esforçam-se por cada vez mais preparar os alunos para os desafios do século XXI, pelo que progressivamente têm vindo a trabalhar para promover o desenvolvimento de competências (e.g., resolução de problemas, pensamento crítico) tão necessárias para enfrentar e superar os problemas complexos das sociedades atuais. A Educação STEM assenta na integração das áreas da Ciência, Tecnologia, Engenharia e Matemática (Science, Technology, Engineering, Mathematics) num currículo coeso e interdisciplinar. Deste modo, é reconhecida a interconexão natural entre essas disciplinas e são promovidas nos alunos aprendizagens mais significativas e contextualizadas. São assim criadas oportunidades para que os seus alunos apliquem conceitos e competências de várias áreas em contextos do mundo real, o que ajuda a consolidar a compreensão de conceitos, a desenvolver criatividade e competências de resolução de problemas, pensamento crítico e colaboração. Ademais, crê-se que a Educação STEM pode inspirar mais alunos a seguir carreiras nas áreas STEM, contribuindo para o avanço da sociedade e da inovação. Este trabalho tem como objetivo conhecer de que forma a implementação de tarefas STEM pode influenciar a criatividade e as aprendizagens dos alunos do 8.º ano de escolaridade no domínio do “Som”. Para tal, foi desenvolvida e implementada uma sequência didática composta por cinco tarefas STEM, tendo como inspiração episódios do dia a dia de quatro irmãos criou-se uma banda desenhada que serviu de elo condutor à lecionação do tópico; as cinco tarefas foram assim contextualizadas em situações reais e duas delas envolveram a construção de um artefacto. Recorreu-se a uma metodologia de investigação mista, em que foram utilizados como instrumentos de recolha de dados: a) questionário com questões fechadas, (escala de Likert de 4 pontos), que foi aplicado antes e após a sequência didática (pré/ pós-teste); b) registos escritos dos alunos; e c) notas de campo. Foi possível observar evidências de criatividade e concluir que foram desenvolvidas aprendizagens nos domínios conceptual e processual evidenciando ainda uma maior motivação e envolvimento dos alunos no seu processo de ensino-aprendizagem. Contudo, observaram-se dificuldades ao nível de atitudes, alguns conceitos científicos e processuais.
Schools are increasingly striving to prepare students for the challenges of the 21st century, which is why they have progressively been working to promote the development of skills (e.g., problem solving, critical thinking) that are so necessary to face and overcome the complex problems of today's societies. STEM education is based on the integration of the areas of Science, Technology, Engineering and Mathematics into a cohesive and interdisciplinary curriculum. In this way, the natural interconnection between these disciplines is recognized and more meaningful and contextualized learning is promoted in students. This creates opportunities for students to apply concepts and skills from various areas in real-world contexts, engineering and technology projects. This not only helps to consolidate understanding of these concepts, but also develop creativity, problem-solving, critical thinking and collaboration skills; It is also believed that this learning can inspire more students to pursue careers in STEM areas, contributing to the advancement of society and innovation. This work aims to understand how the implementation of STEM tasks can influence the creativity and learning of 8th grade students in the field of “Sound”. A didactic sequence of five STEM tasks was developed and implemented, taking as inspiration episodes from the day-to-day lives of four brothers, a comic strip was created that served as a guiding link for teaching the topic; The five tasks were thus contextualized in real situations and two of them involved the construction of an artifact. A mixed research methodology was used, in which the following data collection instruments were used: a) questionnaire with closed questions, (4-point Likert scale), which was applied before and after the didactic sequence (pre/post -test); b) written records of students; and c) field notes. It was possible to observe evidence of creativity and conclude that learning was developed in the conceptual and procedural domains, further demonstrating greater motivation and involvement of students in their teaching-learning process. However, difficulties were observed on students’ attitudes, scientific concepts and processuals.
Schools are increasingly striving to prepare students for the challenges of the 21st century, which is why they have progressively been working to promote the development of skills (e.g., problem solving, critical thinking) that are so necessary to face and overcome the complex problems of today's societies. STEM education is based on the integration of the areas of Science, Technology, Engineering and Mathematics into a cohesive and interdisciplinary curriculum. In this way, the natural interconnection between these disciplines is recognized and more meaningful and contextualized learning is promoted in students. This creates opportunities for students to apply concepts and skills from various areas in real-world contexts, engineering and technology projects. This not only helps to consolidate understanding of these concepts, but also develop creativity, problem-solving, critical thinking and collaboration skills; It is also believed that this learning can inspire more students to pursue careers in STEM areas, contributing to the advancement of society and innovation. This work aims to understand how the implementation of STEM tasks can influence the creativity and learning of 8th grade students in the field of “Sound”. A didactic sequence of five STEM tasks was developed and implemented, taking as inspiration episodes from the day-to-day lives of four brothers, a comic strip was created that served as a guiding link for teaching the topic; The five tasks were thus contextualized in real situations and two of them involved the construction of an artifact. A mixed research methodology was used, in which the following data collection instruments were used: a) questionnaire with closed questions, (4-point Likert scale), which was applied before and after the didactic sequence (pre/post -test); b) written records of students; and c) field notes. It was possible to observe evidence of creativity and conclude that learning was developed in the conceptual and procedural domains, further demonstrating greater motivation and involvement of students in their teaching-learning process. However, difficulties were observed on students’ attitudes, scientific concepts and processuals.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Física e de Química no 3º Ciclo do Ensino Básico e no Ensino Secundário, 2025, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Educação STEM Física - Estudo e ensino Desenvolvimento das competências Criatividade Som Relatórios da prática de ensino supervisionada - 2025