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Tarefas de investigação para o ensino e a aprendizagem do tema “Energia - do Sol para a Terra” : um trabalho com alunos do 10.º ano
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Orientador(es)
Resumo(s)
Este trabalho tem como finalidade conhecer qual é a influência da
realização de tarefas de investigação nas aprendizagens dos alunos durante a
lecionação da subunidade “Energia - do Sol para a Terra”, do programa de
Física da disciplina de Física e Química A, do 10.º ano de escolaridade do
ensino secundário.
As intervenções realizaram-se numa turma do 10.º ano de escolaridade
constituída por 29 alunos. A unidade didática consistiu num conjunto de seis
aulas, três de 90 minutos e três de 135 minutos, onde foram desenvolvidas
cinco tarefas de investigação, utilizando uma abordagem CTSA (Ciência
Tecnologia Sociedade e Ambiente).
A metodologia seguiu uma abordagem qualitativa, tendo a recolha de
dados sido realizada através da observação naturalista, com registo de notas de
campo, das produções escritas dos alunos das tarefas realizadas e do
questionário de resposta aberta e outro de resposta fechada.
Os resultados mostram as aprendizagens realizadas pelos alunos, bem
como as suas dificuldades nos domínios processual, conceptual e atitudinal,
social e axiológico. Revelaram ainda que, apesar das dificuldades iniciais na
realização destas tarefas, os alunos consideraram-nas como um bom recurso
que potencia as suas aprendizagens e o desenvolvimento da sua literacia
científica.
This work aims at knowing the impact of inquiry activities in students’ learning, developed during the unit - “Energia – do Sol para a Terra” - lectured within the scope of the subject Physics and Chemistry, from the 10 th grade. The interventions focused on a class from 10 th grade with a total of 29 students. The learning unit consisted of six classes, three of them with a duration of 90 minutes and the other three lasting 135 minutes each. Throughout these classes five inquiry tasks were implemented using a STSE (Science, Technology, Society and Environment) approach. The methodology followed a qualitative approach. The data was collected by means of a naturalist observation which included the recording of field notes, written productions from the students regarding the inquiry activities and open and close-ended questionnaires. The results reflect both the students’ developed skills and identifies the main struggles and difficulties in the procedural, conceptual, attitude, social and axiological domains. In addition, although difficulties were reported at early stages of implementation of the inquiry tasks, the results reveal an overall positive feedback from the students. Most of the students considered these inquiry tasks an adequate and effective resource as a valuable complement, that enhances and facilitates the learning process, naturally expanding their scientific literacy.
This work aims at knowing the impact of inquiry activities in students’ learning, developed during the unit - “Energia – do Sol para a Terra” - lectured within the scope of the subject Physics and Chemistry, from the 10 th grade. The interventions focused on a class from 10 th grade with a total of 29 students. The learning unit consisted of six classes, three of them with a duration of 90 minutes and the other three lasting 135 minutes each. Throughout these classes five inquiry tasks were implemented using a STSE (Science, Technology, Society and Environment) approach. The methodology followed a qualitative approach. The data was collected by means of a naturalist observation which included the recording of field notes, written productions from the students regarding the inquiry activities and open and close-ended questionnaires. The results reflect both the students’ developed skills and identifies the main struggles and difficulties in the procedural, conceptual, attitude, social and axiological domains. In addition, although difficulties were reported at early stages of implementation of the inquiry tasks, the results reveal an overall positive feedback from the students. Most of the students considered these inquiry tasks an adequate and effective resource as a valuable complement, that enhances and facilitates the learning process, naturally expanding their scientific literacy.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Física e Química no 3.º ciclo do Ensino Básico e no Ensino Secundário, Universidade de Lisboa, Instituto de Educação, 2020
Palavras-chave
Investigação qualitativa Tarefas Energia Literacia científica Relatórios da prática de ensino supervisionada - 2020