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Educação STEM na aprendizagem de combustíveis, energia e ambiente : um trabalho com alunos do 12º ano
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Resumo(s)
O presente estudo teve como objetivo conhecer a influência de uma abordagem STEM na
aprendizagem do tópico “combustíveis, energia e ambiente” em alunos de 12.º ano. De
forma concreta, pretendeu-se investigar a evolução das estruturas cognitivas dos alunos
após a abordagem STEM sobre o tópico, qual a mudança de intenção em seguir carreiras
STEM após a abordagem STEM sobre o tópico e quais as aprendizagens realizadas pelos
alunos quando envolvidos numa abordagem STEM.
Nesse sentido, foi desenvolvido uma sequência de tarefas sobre o tópico “combustíveis,
energia e ambiente” de acordo com as aprendizagens essenciais em vigor.
Para o presente estudo seguiu-se um método de investigação misto, tendo sido utilizados
como instrumentos de recolha de dados um teste de associação de palavras, antes e após
a abordagem STEM (WAT – Word Association Test), um questionário sobre motivação
para as áreas STEM, antes e após a abordagem STEM, a observação (naturalista) e
documentos escritos pelos alunos.
Os resultados do presente estudo permitiram concluir sobre uma evolução das estruturas
cognitivas dos alunos após a abordagem STEM, através da comparação dos resultados do
WAT antes e após a abordagem STEM, e que foram desenvolvidas aprendizagens nos
domínios conceptual, processual, de raciocínio, de comunicação e de articulação STEM
com a abordagem STEM. Relativamente à mudança de intenção em seguir carreiras
STEM após a abordagem STEM, não se verificaram resultados conclusivos, sendo que a
amostra de respostas foi também baixa.
Este estudo evidencia aspetos positivos da utilização de uma abordagem STEM,
particularmente ao nível da evolução das estruturas cognitivas e aprendizagens realizadas
pelos alunos, devendo ser uma ferramenta utilizada por professores, promovendo o
interesse dos alunos nas áreas científicas, bem como o desenvolvimento de competências
transversais e integradoras, fundamentais num mundo cada vez mais tecnológico e em
constante mudança.
The present study aimed to know the influence of a STEM approach on the learning of the topic “fuels, energy and environment” in 12th grade students. Specifically, it was intended to investigate the evolution of students' cognitive structures after the STEM approach on the topic, what is the change of intention in following STEM careers after the STEM approach on the topic and what the students learned when involved in an approach STEM In this sense, a sequence of tasks was developed on the topic “fuels, energy and environment” according to the curricular objectives in force in the Portuguese educative system. For the present study, a mixed research method was followed, using as data collection instruments a word association test (WAT), before and after the STEM approach, a questionnaire on motivation for careers in the STEM areas, before and after the STEM approach, observation (naturalistic) and documents written by students. The results of the present study allowed us to conclude on an evolution of the students' cognitive structures after the STEM approach, through the comparison of the WAT results before and after the STEM approach, and that learning was developed in the conceptual, procedural, reasoning, communication domains and articulating STEM concepts with the use of a STEM approach. Regarding the change in intention to pursue STEM careers after the STEM approach, there were no conclusive results, as the sample of responses was also low. This study highlights positive aspects of the use of a STEM approach, particularly in terms of the evolution of cognitive structures and learning carried out by students, and should be a tool used by teachers, promoting interest in students' interaction in scientific areas, as well as the development of transversal and integrative skills, fundamental in an increasingly technological and constantly changing world.
The present study aimed to know the influence of a STEM approach on the learning of the topic “fuels, energy and environment” in 12th grade students. Specifically, it was intended to investigate the evolution of students' cognitive structures after the STEM approach on the topic, what is the change of intention in following STEM careers after the STEM approach on the topic and what the students learned when involved in an approach STEM In this sense, a sequence of tasks was developed on the topic “fuels, energy and environment” according to the curricular objectives in force in the Portuguese educative system. For the present study, a mixed research method was followed, using as data collection instruments a word association test (WAT), before and after the STEM approach, a questionnaire on motivation for careers in the STEM areas, before and after the STEM approach, observation (naturalistic) and documents written by students. The results of the present study allowed us to conclude on an evolution of the students' cognitive structures after the STEM approach, through the comparison of the WAT results before and after the STEM approach, and that learning was developed in the conceptual, procedural, reasoning, communication domains and articulating STEM concepts with the use of a STEM approach. Regarding the change in intention to pursue STEM careers after the STEM approach, there were no conclusive results, as the sample of responses was also low. This study highlights positive aspects of the use of a STEM approach, particularly in terms of the evolution of cognitive structures and learning carried out by students, and should be a tool used by teachers, promoting interest in students' interaction in scientific areas, as well as the development of transversal and integrative skills, fundamental in an increasingly technological and constantly changing world.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Física e de Química no 3º Ciclo do Ensino Básico e Ensino Secundário, 2022, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Literacia científica Aprendizagem Ensino secundário (12º ano) Relatórios da prática de ensino supervisionada - 2022