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Potencialidades de atividades práticas investigativas na aprendizagem dos alunos do 11º ano de escolaridade na disciplina de biologia e geologia
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O presente Relatório da Prática de Ensino Supervisionada está inserido na
unidade curricular de Iniciação à Prática Profissional IV, do Mestrado em Ensino de
Biologia e Geologia do 3.º ciclo do Ensino Básico e Secundário. Um dos grandes
objetivos do ensino das ciências atualmente é a promoção da literacia científica, de
forma a formar cidadãos conhecedores do mundo que os rodeia, com capacidade de
tomar decisões informadas em relação a questões sociais, económicas, ambientais,
éticas e morais. Contudo, nos últimos anos, tem-se observado um crescente
desinteresse, por parte dos jovens, pelas ciências e tecnologias, sendo necessário adotar
novas e diversificadas estratégias didáticas que promovam nos alunos o interesse pelas
ciências e desenvolvam aprendizagens significativas. Deste modo, o presente
documento, procurou compreender que competências, no domínio dos conhecimentos,
capacidades e atitudes, desenvolvem os alunos e as potencialidades que os mesmos
identificam nas atividades investigativas, com diferentes graus de abertura, na
disciplina de Biologia e Geologia do 11.º ano de escolaridade.
Toda a intervenção foi centrada numa perspetiva construtivista do ensino, onde
o aluno é o principal sujeito no processo de aprendizagem. Seguindo estas ideias,
foram realizadas três atividades investigativas com progressivo aumento de grau de
abertura e diminuição de orientação por parte do professor. Devido à situação
pandémica em que se encontrava o país, aquando da intervenção, uma das atividades
realizou-se presencialmente e as restantes realizaram-se a distância. A primeira
centrou-se na temática da reprodução sexuada e ciclos de vida, as restantes no tema
científico principal de toda a intervenção, o magmatismo e rochas magmáticas.
A investigação teve uma abordagem qualitativa, seguindo um paradigma
interpretativo, recorrendo a grelhas de observação, inquéritos por questionário e
documentos produzidos pelos alunos que foram analisados e interpretados ao longo de
toda a prática. Foi possível verificar que os alunos adquiriram conhecimentos,
desenvolveram diversas capacidades e atitudes como o rigor e flexibilidade. Os
mesmos identificaram algumas potencialidades das atividades investigativas,
consoante o grau de abertura, concluindo que as atividades com maior grau de abertura
são mais exigentes e difíceis de realizar, contudo permite uma melhor assimilação da
matéria lecionada.
This Supervised Teaching Practice Report is part of the course unit Initiation to Professional Practice IV of the Master's in Biology and Geology Teaching in the 3rd cycle of basic and secondary education. One of the main objectives of science education today is the promotion of scientific literacy, in order to train citizens who are knowledgeable about the world around them, and able to make informed decisions regarding social, economic, environmental, ethical and moral issues. However, in recent years, a growing lack of interest in science and technology among young people has been observed, making it necessary to adopt new and diversified teaching strategies that promote student interest in science and develop meaningful learning. In this way, the present document sought to understand which competences, in the domain of knowledge, abilities and attitudes, students develop and the potential that they identify in investigative activities, with different degrees of openness, in the subject of Biology and Geology of the 11th school year. The whole intervention was centred on a constructivist perspective of teaching, where the student is the main subject in the learning process. Following these ideas, three investigative activities were carried out with progressive increase of openness and decrease of guidance by the teacher. Due to the pandemic situation in the country, at the time of the intervention, one of the activities took place in person and the others took place remotely. The first one focused on the theme of sexual reproduction and life cycles, the others on the main scientific theme of the whole intervention, magmatism and magmatic rocks. The research had a qualitative approach, following an interpretative paradigm, using observation grids, questionnaires and documents produced by the students which were analysed and interpreted throughout the practice. It was possible to verify that the students acquired knowledge, developed various skills and attitudes such as rigour and flexibility. They identified some potentialities of the investigative activities, depending on the degree of openness, concluding that the activities with a higher degree of openness are more demanding and difficult to carry out, but allow a better assimilation of the subject taught.
This Supervised Teaching Practice Report is part of the course unit Initiation to Professional Practice IV of the Master's in Biology and Geology Teaching in the 3rd cycle of basic and secondary education. One of the main objectives of science education today is the promotion of scientific literacy, in order to train citizens who are knowledgeable about the world around them, and able to make informed decisions regarding social, economic, environmental, ethical and moral issues. However, in recent years, a growing lack of interest in science and technology among young people has been observed, making it necessary to adopt new and diversified teaching strategies that promote student interest in science and develop meaningful learning. In this way, the present document sought to understand which competences, in the domain of knowledge, abilities and attitudes, students develop and the potential that they identify in investigative activities, with different degrees of openness, in the subject of Biology and Geology of the 11th school year. The whole intervention was centred on a constructivist perspective of teaching, where the student is the main subject in the learning process. Following these ideas, three investigative activities were carried out with progressive increase of openness and decrease of guidance by the teacher. Due to the pandemic situation in the country, at the time of the intervention, one of the activities took place in person and the others took place remotely. The first one focused on the theme of sexual reproduction and life cycles, the others on the main scientific theme of the whole intervention, magmatism and magmatic rocks. The research had a qualitative approach, following an interpretative paradigm, using observation grids, questionnaires and documents produced by the students which were analysed and interpreted throughout the practice. It was possible to verify that the students acquired knowledge, developed various skills and attitudes such as rigour and flexibility. They identified some potentialities of the investigative activities, depending on the degree of openness, concluding that the activities with a higher degree of openness are more demanding and difficult to carry out, but allow a better assimilation of the subject taught.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Biologia e Geologia, Universidade de Lisboa, Instituto de Educação, 2021
Palavras-chave
Ciências - Estudo e ensino Aprendizagem das ciências Ensino secundário (11º ano) Magmatismo Relatórios da prática de ensino supervisionada - 2021