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Explorar o ensino-aprendizagem da Economia A, numa turma do 11º ano, através de aplicações educativas em dispositivos móveis
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| 167.79 MB | Adobe PDF |
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Orientador(es)
Resumo(s)
O presente Relatório da Prática de Ensino Supervisionada (RPES), intitulado
“Explorar o ensino-aprendizagem da Economia A, numa turma do 11º ano, através de
aplicações educativas em dispositivos móveis” insere-se no contexto da Unidade
Curricular de Iniciação à Prática Profissional IV (IPP IV), do Mestrado em Ensino de
Economia e de Contabilidade do Instituto de Educação da Universidade de Lisboa e
teve como estudo os alunos, de uma escola situada no concelho do Porto, que
frequentaram o 11.º ano de escolaridade, do Curso Científico-Humanísticos de
Ciências Socioeconómicas.
A prática letiva incidiu sobre o último tema da disciplina de Economia A – 12
- A economia portuguesa no contexto da União Europeia, bem como na preparação
para o exame nacional.
Os resultados obtidos permitiram constatar que, apesar de alguns
constrangimentos, a adoção de metodologias ativas no processo de ensinoaprendizagem das temáticas económicas, por meio da utilização de aplicações
educativas, em dispositivos móveis, combinadas com as tradicionais metodologias,
ajudaram os alunos na construção e organização do seu próprio conhecimento, tendo
sido por isso bem sucedidas.
Da observação realizada, podemos afirmar que a utilização de aplicações
educativas em dispositivos móveis associadas às tradicionais metodologias e
estratégias podem desempenhar um papel relevante no desenvolvimento das
aprendizagens, no ensino e até na avaliação, independentemente da multiplicidade de
razões que se possa invocar no sentido de entender a complexidade subjacente ao
progresso das práticas pedagógicas.
A tecnologia fornece ao ensino as ferramentas que podem e devem ser
utilizadas na aprendizagem realizada pelo aluno, enquanto indivíduo, de modo a apoiá-lo no seu processo de desenvolvimento e na aquisição de competências e “skills”.
This Supervised Teaching Practice Report (STPR), entitled “Exploring the teaching-learning process of Economics A, through educational applications on mobile devices in an 11th grade class” is part of the curricular unit of Introduction to Professional Practice IV (IPP IV), from the Master's in Teaching Economics and Accounting by the Institute of Education of the University of Lisbon and had as target audience the students, attending a school located in the municipality of Porto. These students attended the 11th year of the Scientific-Humanistic Studies of Socioeconomics Sciences course. The teaching practice focused on the last unit of the school subject of Economics A – Unit 12 - The Portuguese economy in the context of the European Union, as well as the preparation for the national exam. The results obtained showed that the adoption of active pedagogies in the teaching-learning process of economic themes, through the use of educational applications on mobile devices as strategies, combined with traditional methodologies, were successful despite some constraints. These strategies helped the students build and organise their own knowledge. Based on this study, we can claim that the use of educational applications in mobile devices when combined with traditional methodologies and strategies may perform a relevant role in the development of learning, in teaching and even in the assessment, regardless of the multiplicity of arguments one may invoke in what concerns to the underlying complexity of the progress of educational practices. Technology provides teaching with tools that may and should be used in the students’ learning, as an individual, to support them in their development and in the acquisition of competencies and skills.
This Supervised Teaching Practice Report (STPR), entitled “Exploring the teaching-learning process of Economics A, through educational applications on mobile devices in an 11th grade class” is part of the curricular unit of Introduction to Professional Practice IV (IPP IV), from the Master's in Teaching Economics and Accounting by the Institute of Education of the University of Lisbon and had as target audience the students, attending a school located in the municipality of Porto. These students attended the 11th year of the Scientific-Humanistic Studies of Socioeconomics Sciences course. The teaching practice focused on the last unit of the school subject of Economics A – Unit 12 - The Portuguese economy in the context of the European Union, as well as the preparation for the national exam. The results obtained showed that the adoption of active pedagogies in the teaching-learning process of economic themes, through the use of educational applications on mobile devices as strategies, combined with traditional methodologies, were successful despite some constraints. These strategies helped the students build and organise their own knowledge. Based on this study, we can claim that the use of educational applications in mobile devices when combined with traditional methodologies and strategies may perform a relevant role in the development of learning, in teaching and even in the assessment, regardless of the multiplicity of arguments one may invoke in what concerns to the underlying complexity of the progress of educational practices. Technology provides teaching with tools that may and should be used in the students’ learning, as an individual, to support them in their development and in the acquisition of competencies and skills.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Economia e de Contabilidade, 2022, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Inovação Ensino-aprendizagem Tecnologias digitais Competências Literacia digital Relatórios da prática de ensino supervisionada - 2022