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Abstract(s)
Na sociedade do século XXI, as gerações mais novas dos países mais desenvolvidos demonstram uma tendência crescente de desapreço em relação à Ciência. Estudos comparativos como o Relevance of Sciente Education ou o Programme for International Student Assessment mostram uma falta de entusiasmo dos alunos pela Ciência.
Os avanços científico-tecnológicos refletidos no quotidiano têm levado a um consenso entre agentes governativos sobre a importância da Ciência e do seu ensino para a Sociedade. Torna-se assim essencial dotar os alunos de uma visão integrada da Ciência e de competências transversais para se adaptarem, enquanto futuros membros independentes da Sociedade. O desenvolvimento destas competências surge em metodologias pedagógicas com componente colaborativa, promovendo uma responsabilização individual, aprendizagem ativa, características de comunicação e exposição oral, debate de ideias, etc.
Uma abordagem baseada no questionamento insere-se na corrente do construtivismo, onde o ensino se centra numa aprendizagem mais pessoal, autónoma e ativa por parte do aluno, sendo este responsabilizado pelo próprio processo de aprendizagem, tornando as suas experiências mais significativas no desenvolvimento de novo conhecimento, atuando o professor como moderador. Os alunos questionam, investigam e exploram tópicos para construir ativamente a sua compreensão dos mesmos, incentivando o pensamento crítico, a resolução de problemas e as habilidades de aprendizagem independente em diferentes domínios.
No presente estudo, pretendeu-se investigar as potencialidades educativas do trabalho colaborativo numa turma de 11.º ano. O estudo realizado seguiu uma metodologia de natureza qualitativa e interpretativa, onde as atividades se desenvolveram segundo uma abordagem inquiry num contexto dentro e fora da sala de aula. A recolha de dados traduziu-se na observação participante das aulas, na aplicação de questionários antes e após a intervenção, na análise documental e na entrevista a alunos em grupo focal.
Os dados recolhidos mostraram que o trabalho colaborativo aliado a uma abordagem inquiry permitiu aprofundar competências transversais como o pensamento crítico e criativo, resolução de problemas e relacionamento interpessoal,
tornando a aprendizagem mais dinâmica e aprofundando melhor os conteúdos científicos.
Os resultados também revelaram que o trabalho colaborativo foi desafiante para os alunos, observando-se algumas dificuldades ao nível do relacionamento interpessoal e da capacidade de responsabilização individual, que pode ter comprometido o trabalho colaborativo em alguns grupos de trabalho. Os alunos demostraram também algumas fragilidades no inquiry, especificamente nos momentos da atividade de campo e preparação de pósteres.
No geral, apesar dos desafios apresentados, os alunos ficaram mais motivados com as aulas lecionadas e com o tema da Estratigrafia e Rochas Sedimentares.
In the 21st century society, the younger generations in the most developed countries demonstrate a growing tendency to disregard Science. Comparative studies such as the Relevance of Science Education or the Program for International Student Assessment show a lack of enthusiasm among students regarding Science. The scientific-technological advances reflected in everyday life have led to a consensus among government agents on the importance of Science and its teaching for Society. It is therefore essential to provide students with an integrated view of Science and of transversal skills to better allow them to adapt as future independent members of Society. The development of these skills arises in pedagogical methodologies with a collaborative component, promoting individual responsibility, active learning, communication characteristics and oral presentation, debate of ideas, etc. An approach based on inquiry is part of the constructivism learning theory, where teaching focuses on more personal, autonomous and active learning of the student, allowing more responsibility in terms of the learning process, making their experiences more meaningful in the development of new knowledge, with the teacher acting as moderator. Students inquire, investigate and explore topics to actively build their understanding of them, encouraging critical thinking, problem solving and independent learning skills across different domains. In the present study, we intended to investigate the educational potential of collaborative work in an 11th grade class. The study was carried out following a methodology of qualitative and interpretative nature, where the activities were developed according to an inquiry approach in an inside and outside of classroom contexts. Data collection took the form of participant observation of classes, the application of questionnaires before and after the intervention, document analysis and interviews with students in a focus group interview. The data collected showed that collaborative work combined with an inquiry approach allowed students to deepen transversal skills such as critical and creative thinking, problem solving and interpersonal relationships, making learning more dynamic and deepening scientific content. The results also revealed that collaborative work was challenging for students, with some difficulties observed in terms of interpersonal relationships and the ability to take individual responsibility, which may have compromised collaborative work in some work groups. The students also demonstrated some challenges in inquiring, specifically during field activities and poster preparation. Overall, despite the challenges presented, students were more motivated by the classes taught and the topic of Stratigraphy and Sedimentary Rocks.
In the 21st century society, the younger generations in the most developed countries demonstrate a growing tendency to disregard Science. Comparative studies such as the Relevance of Science Education or the Program for International Student Assessment show a lack of enthusiasm among students regarding Science. The scientific-technological advances reflected in everyday life have led to a consensus among government agents on the importance of Science and its teaching for Society. It is therefore essential to provide students with an integrated view of Science and of transversal skills to better allow them to adapt as future independent members of Society. The development of these skills arises in pedagogical methodologies with a collaborative component, promoting individual responsibility, active learning, communication characteristics and oral presentation, debate of ideas, etc. An approach based on inquiry is part of the constructivism learning theory, where teaching focuses on more personal, autonomous and active learning of the student, allowing more responsibility in terms of the learning process, making their experiences more meaningful in the development of new knowledge, with the teacher acting as moderator. Students inquire, investigate and explore topics to actively build their understanding of them, encouraging critical thinking, problem solving and independent learning skills across different domains. In the present study, we intended to investigate the educational potential of collaborative work in an 11th grade class. The study was carried out following a methodology of qualitative and interpretative nature, where the activities were developed according to an inquiry approach in an inside and outside of classroom contexts. Data collection took the form of participant observation of classes, the application of questionnaires before and after the intervention, document analysis and interviews with students in a focus group interview. The data collected showed that collaborative work combined with an inquiry approach allowed students to deepen transversal skills such as critical and creative thinking, problem solving and interpersonal relationships, making learning more dynamic and deepening scientific content. The results also revealed that collaborative work was challenging for students, with some difficulties observed in terms of interpersonal relationships and the ability to take individual responsibility, which may have compromised collaborative work in some work groups. The students also demonstrated some challenges in inquiring, specifically during field activities and poster preparation. Overall, despite the challenges presented, students were more motivated by the classes taught and the topic of Stratigraphy and Sedimentary Rocks.
Description
Relatório da prática de Ensino Supervisionada, Mestrado em Ensino de Biologia e Geologia no 3º ciclo do Ensino Básico e Ensino Secundário, 2024, Universidade de Lisboa. Instituto de Educação
Keywords
Construtivismo Trabalho colaborativo Rochas sedimentares Geologia - Estudo e ensino Estratigrafia - Portugal Relatórios da prática de ensino supervisionada - 2024