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Contributo do STEM para as aprendizagens dos alunos do 9º ano sobre eletricidade
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Resumo(s)
A aprendizagem da eletricidade propicia-se a metodologias de ensino alinhadas com a educação STEM integrada, a qual pode incorporar práticas baseadas em inquiry e design. No entanto, a educação STEM polariza a discussão académica: os detratores apontam que pode prejudicar as aprendizagens disciplinares; enquanto os proponentes aclamam o potencial para o desenvolvimento de competências de ordem superior, como o design thinking. Face a este panorama, o presente trabalho visa explorar o desenvolvimento das estruturas cognitivas, as dificuldades na aprendizagem e as competências de design thinking demonstradas pelos alunos quando envolvidos numa sequência didática STEM no domínio da eletricidade. Com vista a este propósito, conceberam-se quatro tarefas e um projeto de design alinhadas com as orientações curriculares para o 9.º ano de Físico-Química. A intervenção abarcou 18 blocos de 45 min e envolveu uma turma de 23 alunos de uma escola da região suburbana de Lisboa. A aplicação da sequência didática foi precedida e sucedida pela aplicação de um word association test para aferição do desenvolvimento das estruturas cognitivas dos alunos, verificando-se evolução de associações isoladas para uma rede complexa de conceitos formais. Ao longo da intervenção, procedeu-se à observação de aula e recolha dos registos escritos e artefactos construídos pelos alunos. A análise destes dados evidenciou que as aprendizagens no domínio da eletricidade envolvem dificuldades conceptuais e processuais de natureza interdependente. Quanto ao design thinking, a análise em formato caso estudo segundo a matriz de Crismond & Adams (2012) revela que os alunos podem desenvolver competências relacionadas com fluência de ideias, elaboração de esboços e modelos profundos, enquadramento de problemas e pensamento reflexivo, demonstrando já indícios de práticas de design-informado. No entanto, a limitada mobilização de conhecimento STEM sugere que o potencial do design como meio para a realização de aprendizagens STEM está longe de estar completamente explorado.
The learning of electricity lends itself to teaching methodologies aligned with integrated STEM education, which can incorporate inquiry and design based practices. However, STEM education polarizes academic discussion: detractors argue that it may undermine disciplinary learning, while proponents praise its potential for developing higher-order skills, such as design thinking. In light of this debate, the present work aims to explore the development of cognitive structures, learning difficulties, and the design thinking skills demonstrated by students when engaged in a STEM learning sequence on the topic of electricity. To this end, four tasks and a design project were conceived, aligned with the curricular guidelines for the 9th grade Physics-Chemistry curriculum. The intervention spanned 18 blocks of 45 minutes and involved a class of 23 students from a suburban school in the Lisbon region. The implementation of the learning sequence was preceded and followed by the application of a word association test to assess the development of students' cognitive structures, which showed an evolution from isolated associations to a complex network of formal concepts. Throughout the intervention, classroom observations were conducted, and written records and artifacts created by the students were collected. The analysis of this data revealed that the learning of electricity involves both conceptual and procedural difficulties of an interdependent nature. Regarding design thinking, the analysis in a case study format according to the Crismond & Adams (2012) matrix shows that students can develop skills related to idea fluency, detailed sketches and models, problem framing, and reflective thinking, already demonstrating signs of informed-design practices. However, the limited mobilization of STEM knowledge suggests that the potential of design as a means for achieving STEM learning is far from fully explored.
The learning of electricity lends itself to teaching methodologies aligned with integrated STEM education, which can incorporate inquiry and design based practices. However, STEM education polarizes academic discussion: detractors argue that it may undermine disciplinary learning, while proponents praise its potential for developing higher-order skills, such as design thinking. In light of this debate, the present work aims to explore the development of cognitive structures, learning difficulties, and the design thinking skills demonstrated by students when engaged in a STEM learning sequence on the topic of electricity. To this end, four tasks and a design project were conceived, aligned with the curricular guidelines for the 9th grade Physics-Chemistry curriculum. The intervention spanned 18 blocks of 45 minutes and involved a class of 23 students from a suburban school in the Lisbon region. The implementation of the learning sequence was preceded and followed by the application of a word association test to assess the development of students' cognitive structures, which showed an evolution from isolated associations to a complex network of formal concepts. Throughout the intervention, classroom observations were conducted, and written records and artifacts created by the students were collected. The analysis of this data revealed that the learning of electricity involves both conceptual and procedural difficulties of an interdependent nature. Regarding design thinking, the analysis in a case study format according to the Crismond & Adams (2012) matrix shows that students can develop skills related to idea fluency, detailed sketches and models, problem framing, and reflective thinking, already demonstrating signs of informed-design practices. However, the limited mobilization of STEM knowledge suggests that the potential of design as a means for achieving STEM learning is far from fully explored.
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, 2024, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Educação STEM Design thinking Estruturas cognitivas Eletricidade Física - Estudo e ensino Relatórios da prática de ensino supervisionada - 2024