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Educação STEAM na promoção do Design Thinking e da criatividade dos alunos
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A Educação STEAM (Science, Technology, Engineering, Arts and Mathematics) pode
constituir-se como um “referencial”, no qual o aluno tem um papel ativo e central na sua
aprendizagem, com o recurso a práticas como o Design Thinking, e onde são integradas as várias
disciplinas envolvidas, nomeadamente as Artes.
O presente trabalho pretendeu responder ao problema de investigação: de que modo uma
sequência didática STEAM, sobre a avaliação da qualidade do ar, em termos de concentração de
dióxido de carbono, promove o processo de Design Thinking e conduz ao desenvolvimento da
criatividade dos alunos? Neste âmbito, com a sequência didática implementada, os alunos foram
desafiados a conceber um protótipo para medir a concentração de CO2, em que o Design Thinking
funcionou como o eixo organizador.
Esta investigação seguiu uma metodologia qualitativa e recorreu a vários instrumentos de
recolha de dados, designadamente registos vídeo, fotografias, produções escritas e notas de campo
obtidos durante a implementação da sequência didática e, posteriormente, com a análise dos
protótipos finais.
Os resultados mostraram que os diferentes grupos concretizaram o objetivo pretendido
tendo, na maior parte das vezes, solucionado os problemas encontrados. Verificou-se que cada
grupo de alunos percorreu as etapas de Design Thinking de variadas formas e com diferente
número de ciclos, que tornou este processo Design Thinking característico e único. Constatou-se,
também, que com esta sequência didática STEAM os diferentes grupos desenvolveram a
criatividade, em diferentes níveis, bem como competências essenciais e transversais às diferentes
disciplinas. Salvaguardando desde já a impossibilidade de generalização, uma vez que são parcos
os dados, parece existir uma relação entre um percurso de Design Thinking mais complexo, com
maior número de ciclos, e um maior desenvolvimento da criatividade. Deste modo, com este
trabalho reforça-se a importância na aposta na Educação STEAM como forma de promoção do
pensamento criativo e crítico, da resolução de problemas e da capacidade de trabalho
colaborativo.
STEAM Education (Science, Technology, Engineering, Arts and Mathematics) can be seen as a ‘benchmark’ in which the student has an active and central role in their learning, using practices such as Design Thinking and integrating the various disciplines involved, particularly the Arts. The aim of this study was to answer the research problem: how does a STEAM didactic sequence on assessing air quality in terms of carbon dioxide concentration promote the Design Thinking process and lead to the development of students' creativity? In this context, with the didactic sequence implemented, the students were challenged to design a prototype to measure CO2 concentration, with Design Thinking acting as the organising axis. This research followed a qualitative methodology and used various data collection tools, including video recordings, photographs, written productions and field notes obtained during the implementation of the didactic sequence and, later, by analysing the final prototypes. The results showed that the different groups achieved the intended objective and, for the most part, solved the problems encountered. It was found that each group of students went through the Design Thinking stages in different ways and with different numbers of cycles, which made this Design Thinking process characteristic and unique. It was also noted that with this STEAM didactic sequence the different groups developed creativity at different levels, as well as essential skills that cut across the different disciplines. While it is impossible to generalize, since the data is scarce, there seems to be a relationship between a more complex Design Thinking path, with a greater number of cycles, and a greater development of creativity. This work therefore reinforces the importance of investing in STEAM education as a way of promoting critical and creative thinking, problem-solving and the ability to work collaboratively.
STEAM Education (Science, Technology, Engineering, Arts and Mathematics) can be seen as a ‘benchmark’ in which the student has an active and central role in their learning, using practices such as Design Thinking and integrating the various disciplines involved, particularly the Arts. The aim of this study was to answer the research problem: how does a STEAM didactic sequence on assessing air quality in terms of carbon dioxide concentration promote the Design Thinking process and lead to the development of students' creativity? In this context, with the didactic sequence implemented, the students were challenged to design a prototype to measure CO2 concentration, with Design Thinking acting as the organising axis. This research followed a qualitative methodology and used various data collection tools, including video recordings, photographs, written productions and field notes obtained during the implementation of the didactic sequence and, later, by analysing the final prototypes. The results showed that the different groups achieved the intended objective and, for the most part, solved the problems encountered. It was found that each group of students went through the Design Thinking stages in different ways and with different numbers of cycles, which made this Design Thinking process characteristic and unique. It was also noted that with this STEAM didactic sequence the different groups developed creativity at different levels, as well as essential skills that cut across the different disciplines. While it is impossible to generalize, since the data is scarce, there seems to be a relationship between a more complex Design Thinking path, with a greater number of cycles, and a greater development of creativity. This work therefore reinforces the importance of investing in STEAM education as a way of promoting critical and creative thinking, problem-solving and the ability to work collaboratively.
Descrição
Dissertação de mestrado, Educação (Área de Especialidade em Didática das Ciências), 2024, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Educação STEAM Criatividade Aprendizagem investigativa Pensamento crítico Trabalho colaborativo Dissertações de mestrado - 2024