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Potencialidades da abordagem inquiry-based science education no ensino da função excretora : um estudo com alunos do 9º ano de escolaridade
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Orientador(es)
Resumo(s)
Um pressuposto da educação do século XXI é o desenvolvimento de aptidões
e competências essenciais, que visam a formação de um cidadão munido de múltiplas
literacias, capaz de analisar e questionar criticamente a realidade e tomar decisões
fundamentadas no seu dia-a-dia.
Com esta perspetiva, o presente estudo realizado no âmbito da Iniciação à
Prática Profissional, teve como objetivo avaliar as potencialidades da abordagem
Inquiry-based science education no ensino contextualizado da função excretora. De
modo a dar resposta às questões da componente investigativa, foram avaliadas o tipo
de competências desenvolvidas, as dificuldades evidenciadas e as apreciações dos
alunos, quando se utiliza esta estratégia na sala de aula. Os instrumentos de recolha
selecionados para a concretização desta investigação foram a observação, questionário
e a análise de documentos.
Nesta proposta, a abordagem IBSE foi implementada através de questões e
atividades estruturadas e orientadas pelo professor, e delineadas com um grau de
complexidade crescente.
A análise dos dados sugere potencialidades da estratégia no desenvolvimento
de competências ao nível do conhecimento substantivo, processual, raciocínio e
atitudes. Destacam-se a seleção e análise da informação a partir de fontes e recursos
diversificados. Para além disto, foram evidenciadas a aquisição de competências em
áreas importantes como o bem-estar e saúde.
As dificuldades mais relatadas pelos alunos relacionam-se à organização e
síntese da informação. A seguir, aparecem dificuldades relativas à interpretação de
dados e o cumprimento dos prazos.
De modo geral, os alunos fazem um balanço positivo acerca das atividades
desenvolvidas e dos recursos utilizados, sublinhando em especial, as vantagens da
abordagem contextualizada no ensino da função excretora.
Education in the 21st century requires the development of skills and competencies to foster the formation of critical citizens. Multiliterate students develop the skills needed to think critically about the world, therefore being able to make informed decisions in their everyday lives. In this perspective, the present study developed as part of the Introduction to Professional Practice, aimed to evaluate the potentialities of the Inquiry-based science education approach, and the contextualized teaching strategy to the study of the excretory function. In order to respond to the investigative questions regarding the implementation of this approach, the type of skills developed, the difficulties faced throughout the study, as well the students' appraisals were evaluated. The data collecting instruments used in the investigation were observation, questionnaires, and written documents produced by the students In this proposal, the IBSE approach was implemented using structured inquiry and activities developed and guided by the teacher. The activities were built with increasing levels of complexity. The data analyses suggest potentialities of the strategy in the development of competencies in terms of substantive, procedural and analytical reasoning knowledge, and attitudes. The data suggest the development of abilities related to the selection and analysis of information from different resources. In addition, the students showed the acquisition of competencies in areas such as well-being and health. The most reported difficulties by the students were related to the organization and synthesis of the information, followed by difficulties in data interpretation and meeting deadlines. In general, students provided positive impressions concerning the activities developed and the resources used in the study, highlighting the advantages of the contextualized approach to the study of the excretory function.
Education in the 21st century requires the development of skills and competencies to foster the formation of critical citizens. Multiliterate students develop the skills needed to think critically about the world, therefore being able to make informed decisions in their everyday lives. In this perspective, the present study developed as part of the Introduction to Professional Practice, aimed to evaluate the potentialities of the Inquiry-based science education approach, and the contextualized teaching strategy to the study of the excretory function. In order to respond to the investigative questions regarding the implementation of this approach, the type of skills developed, the difficulties faced throughout the study, as well the students' appraisals were evaluated. The data collecting instruments used in the investigation were observation, questionnaires, and written documents produced by the students In this proposal, the IBSE approach was implemented using structured inquiry and activities developed and guided by the teacher. The activities were built with increasing levels of complexity. The data analyses suggest potentialities of the strategy in the development of competencies in terms of substantive, procedural and analytical reasoning knowledge, and attitudes. The data suggest the development of abilities related to the selection and analysis of information from different resources. In addition, the students showed the acquisition of competencies in areas such as well-being and health. The most reported difficulties by the students were related to the organization and synthesis of the information, followed by difficulties in data interpretation and meeting deadlines. In general, students provided positive impressions concerning the activities developed and the resources used in the study, highlighting the advantages of the contextualized approach to the study of the excretory function.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Biologia e Geologia, Universidade de Lisboa, Instituto de Educação, 2021
Palavras-chave
Ciências - Estudo e ensino Desenvolvimento das competências Ensino-aprendizagem Relatórios da prática de ensino supervisionada - 2021