A carregar...
Publicação
O contributo de um "Diário de Aprendizagem Online" na avaliação reguladora das aprendizagens da trigonometria no 9º ano
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 5.18 MB | Adobe PDF |
Resumo(s)
Este relatório pretende apurar o que foi a minha prática de ensino supervisionada e o
estudo de cariz investigativo que lhe está associado. Para tal, pretende-se compreender
o contributo dos registos online das aprendizagens e dificuldades dos alunos - Diário
de Aprendizagem Online - para uma avaliação reguladora das aprendizagens da
Trigonometria, numa turma de 9.º ano, do Colégio Militar. Em particular, pretendo
saber de que forma os Diários podem influenciar a tomada de consciência dos alunos
acerca das suas próprias aprendizagens e dificuldades e como contribuem para a
regulação e progressão, destas mesmas aprendizagens.
A intervenção letiva incidiu no tópico de Trigonometria tendo a minha prática letiva
assentado na utilização duma plataforma digital, o Microsoft Teams, através do qual
foram lançadas as tarefas realizadas em sala de aula, os registos das aprendizagens dos
alunos, no Diário de Aprendizagem e os respetivos feedbacks. Para esta unidade
didática concretizaram-se 18 tempos letivos de 50 minutos. Este estudo segue uma
abordagem qualitativa e interpretativa, no qual assumi o papel de observadora
participante. Recolhi dados através de observação direta, de recolha documental e de
um questionário realizado aos alunos no final da Unidade de Ensino.
A tomada de consciência sobre as aprendizagens dos alunos, na utilização dos Diários
de Aprendizagem é justificada por estes, por assim conseguirem fazer uma
autoavaliação do que aprenderam, além de entenderem melhor e assimilarem melhor
a matéria. Embora a turma dê mais importância ao registo das suas aprendizagens do
que das suas dificuldades, devido ao já habitual foco nas dificuldades no seu estudo
regular, fazendo-os desprezar o Diário para este efeito. Mesmo assim, referem que este
os ajudou a identificar melhor essas dificuldades para posteriormente as colmatar, ou
seja, permitiu-lhes controlar e regular as suas aprendizagens de forma mais eficaz.
This report aims to find out what my supervised teaching practice was like and the investigative study associated with it. To this purpose, I intend to understand the contribution of online records of students' learnings and difficulties - Online Learning Diary - for a regulatory assessment of Trigonometry learning, in a 9th grade class, at Colégio Militar. In particular, I want to know how the Diaries can influence students' awareness of their own learning and difficulties and how they contribute to the regulation and progression of these same learnings. The teaching intervention focused on the topic of Trigonometry, and my teaching practice was based on the use of a digital platform, Microsoft Teams, through which the records of student learning were released as performed in the classroom, in the Learning Diary and the respective feedbacks. For this didactic unit, there were 18 teaching periods of 50 minutes. This study follows a qualitative and interpretive approach, in which I assumed the role of participant observer. I collected data through direct observation, document collection and a questionnaire given to students at the end of the Teaching Unit. The awareness of students' learnings, in the use of Learning Diaries, is justified by them, as they are able to make an automatic assessment of what they have learned, in addition to better understanding the subject. Although the class gives more importance to recording their learning than their difficulties, due to the already usual focus on difficulties in their regular study, making them disregard the Diary for this purpose. Even so, they say that it helped them to better identify these difficulties and then overcome them, that is, it allowed them to control and regulate their learning more effectively.
This report aims to find out what my supervised teaching practice was like and the investigative study associated with it. To this purpose, I intend to understand the contribution of online records of students' learnings and difficulties - Online Learning Diary - for a regulatory assessment of Trigonometry learning, in a 9th grade class, at Colégio Militar. In particular, I want to know how the Diaries can influence students' awareness of their own learning and difficulties and how they contribute to the regulation and progression of these same learnings. The teaching intervention focused on the topic of Trigonometry, and my teaching practice was based on the use of a digital platform, Microsoft Teams, through which the records of student learning were released as performed in the classroom, in the Learning Diary and the respective feedbacks. For this didactic unit, there were 18 teaching periods of 50 minutes. This study follows a qualitative and interpretive approach, in which I assumed the role of participant observer. I collected data through direct observation, document collection and a questionnaire given to students at the end of the Teaching Unit. The awareness of students' learnings, in the use of Learning Diaries, is justified by them, as they are able to make an automatic assessment of what they have learned, in addition to better understanding the subject. Although the class gives more importance to recording their learning than their difficulties, due to the already usual focus on difficulties in their regular study, making them disregard the Diary for this purpose. Even so, they say that it helped them to better identify these difficulties and then overcome them, that is, it allowed them to control and regulate their learning more effectively.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Matemática no 3º Ciclo do Ensino Básico e no Ensino Secundário, 2022, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Auto-regulação Aprendizagens Avaliação da aprendizagem Trigonometria Ensino básico (3º Ciclo) Relatórios da prática de ensino supervisionada - 2022