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O recurso ao role play como forma de motivação : o caso de uma turma do 11º ano de economia
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Resumo(s)
Considera-se fundamental valorizar os novos desafios que a educação enfrenta como resultado de uma sociedade cada vez mais dependente das novas tecnologias. Torna-se vital, cada vez mais, que a escola seja capaz de se adaptar à sociedade em constante mudança, através da implementação de processos de ensino/aprendizagem de qualidade, variados e motivadores, que permitam a construção do conhecimento de uma forma sistemática e motivadora.
A Prática de Ensino Supervisionada a que este relatório se refere ocorreu no âmbito do Mestrado em Ensino de Economia e Contabilidade ao longo do quarto semestre do curso numa turma de Economia do 11.º ano de escolaridade do Curso de Ciências Socioeconómicas. O trabalho consistiu na lecionação de seis aulas, da disciplina de Economia A. O relatório da experiência pedagógica, desenvolvida numa perspetiva investigativa, resulta das aulas lecionadas na Unidade 11 – A Intervenção do Estado na Economia, onde foi feita uma simulação, neste caso um role play, sobre algumas políticas ao dispor do Estado, como forma de motivar os alunos. Para que haja alunos motivados é necessário compreender que o processo de motivação se inicia com a própria motivação do professor, dos conteúdos e das estratégias de ensino.
Para avaliar o impacto da atividade desenvolvida, foram recolhidos dados através da observação registada nas grelhas de observação e de um questionário. Os resultados evidenciaram que os alunos, apesar de não estarem familiarizados com esta metodologia, gostaram da estratégia de ensino/aprendizagem, empenhando-se mais e sentindo-se mais motivados.
We cannot hide the new challenges faced by education as a result of an even more dependent society on the new technologies. It is vital, even more, the school is able to adapt this society in continuous change, throw the implementation of teaching and learning processes of quality, variety and motivational, which allows gaining knowledge systematically and motivationally. The learning act is very complex, including several ways of learning by students. Between several strategies of teaching and learning, we should choose the better one for each situation, but students only learn when that makes sense, otherwise it’s just memorizing. So, for their effective learning it as to be willingness, propose and motivation. The Supervised Teaching Practice was done under the Master in Economics and Accountancy during the fourth semester, ending in this essay developed among an eleventh grade economics class of an Economics Course. The essay consisted in teaching six lessons of Economics. The investigation is a result of the thought lessons about Unit 11 – The State Intervention on Economy, where done a simulation, a role play about some state policies, as a way to motivate students. But to have motivated students it’s necessary to understand that motivational process begins with teacher’s motivation itself. Only motivated teachers will be able to motivate their students. To evaluate the impact of this activity, I collected data from the observation guide lines and a survey. As it was expected, according to the literature, the results show, even though students aren’t familiarized with this methodology, they enjoyed this teaching and learning strategy, becoming more embraced and motivated.
We cannot hide the new challenges faced by education as a result of an even more dependent society on the new technologies. It is vital, even more, the school is able to adapt this society in continuous change, throw the implementation of teaching and learning processes of quality, variety and motivational, which allows gaining knowledge systematically and motivationally. The learning act is very complex, including several ways of learning by students. Between several strategies of teaching and learning, we should choose the better one for each situation, but students only learn when that makes sense, otherwise it’s just memorizing. So, for their effective learning it as to be willingness, propose and motivation. The Supervised Teaching Practice was done under the Master in Economics and Accountancy during the fourth semester, ending in this essay developed among an eleventh grade economics class of an Economics Course. The essay consisted in teaching six lessons of Economics. The investigation is a result of the thought lessons about Unit 11 – The State Intervention on Economy, where done a simulation, a role play about some state policies, as a way to motivate students. But to have motivated students it’s necessary to understand that motivational process begins with teacher’s motivation itself. Only motivated teachers will be able to motivate their students. To evaluate the impact of this activity, I collected data from the observation guide lines and a survey. As it was expected, according to the literature, the results show, even though students aren’t familiarized with this methodology, they enjoyed this teaching and learning strategy, becoming more embraced and motivated.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino da Economia e da Contabilidade, Universidade de Lisboa, Instituto de Educação, 2016
Palavras-chave
Jogos Simulações Role-playing Motivação Estratégias de ensino Relatórios da prática de ensino supervisionada - 2016