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Potencialidades do trabalho de campo associado à visita a um museu de geologia no estudo dos fósseis e na reconstituição de paleoambientes
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Nas últimas décadas e como forma de combater o crescente desinteresse dos
alunos pelas disciplinas científicas, vários autores têm defendido a necessidade de levar
o ensino das ciências para fora dos locais clássicos onde se aprende ciência. As
Atividades Exteriores à Sala de Aula (AESA), que podem ser entendidas como qualquer
trabalho prático realizado fora da sala de aula e dos laboratórios escolares, permitem o
desenvolvimento de um conjunto alargado de competências, especialmente quando são
os alunos a levar a cabo as suas próprias investigações .
Assim, o presente trabalho de investigação teve como objetivo estudar as
potencialidades educativas da integração de duas AESA - saída de campo em contexto
urbano, tirando partido dos fósseis inseridos no património arquitetónico, e visita a um
museu de geologia. O estudo foi levado a cabo com uma turma de 20 alunos do 11º ano
de escolaridade de uma escola no centro histórico de Lisboa, que realizou a este
propósito um trabalho de descoberta de alguns dos paleoambientes da região. Com o
objetivo de analisar as potencialidades da metodologia utilizada ao nível do interesse e
motivação, capacidades e aprendizagens desenvolvidas pelos alunos, bem como
determinar as dificuldades sentidas pelos mesmos ao longo da intervenção didática, a
investigação seguiu uma metodologia qualitativa, e baseou se na utilização de métodos
e instrumentos de recolha de dados diversificados, incluindo diário de bordo,
observação com recurso a grelhas de avaliação, inquérito por questionário e recolha e
análise documental dos trabalhos produzidos pelos alunos.
Os resultados obtidos vão de encontro àquilo que é referido na literatura,
mostrando um aumento do interesse e motivação dos alunos para o estudo da geologia
e, mais particularmente para a temática dos fósseis, para além de benefícios ao nível das aprendizagens e capacidades desenvolvidas, das quais se destacaram as capacidades
de colaboração e de trabalho em grupo, raciocínio e resolução de problemas, domínio
das ferramentas TIC e comunicação oral de conteúdos científicos. As principais
dificuldades diagnosticadas nos alunos foram ao nível da pesquisa e seleção da
informação, do cansaço decorrente da duração e/ou exigência física das AESA e da
comunicação oral e escrita de conteúdos científicos.
In the last decades and as a way to combat the growing lack of interest of students in scientific subjects, several authors have been defending the need to take science teaching outside the regular places where science is learned. Out-of-school learning activities, which can be understood as any practical work done outside of classrooms and school laboratories, allow the development of a wide range of skills, in particular when students are responsible for carrying out their own investigations. Thus, this research project aimed to study the potential of two out-of-school learning environments - a field trip in an urban context, taking advantage of the fossils present in the architectural heritage, and a visit to a geology museum. The study was carried out with a class of 20 11th grade students from a school in the historical center of Lisbon. In order to analyze the potential of the methodology used in terms of interest and motivation, skills and learning developed by students, as well as to determine the difficulties experienced by them throughout the didactic intervention, the research followed a qualitative methodology and was based on diversified methods and instruments to collect data, including a logbook, observation using evaluation grids, questionnaire surveys and collection and documentary analysis of the work produced by students. The results obtained are in line with what is referred to in the literature, showing an increase in student interest and motivation for the study of geology and, more particularly, for the topic of fossils, in addition to benefits in terms of significant learning and skills developed, of which stand out the collaborative and group work skills, reasoning and problem solving skills, mastery of ICT tools and oral communication of scientific content. The main difficulties diagnosed in the students were related to the research and selection of information, fatigue due to the duration and/or physical demands of out-of-school learning environments, and oral and written communication of scientific content.
In the last decades and as a way to combat the growing lack of interest of students in scientific subjects, several authors have been defending the need to take science teaching outside the regular places where science is learned. Out-of-school learning activities, which can be understood as any practical work done outside of classrooms and school laboratories, allow the development of a wide range of skills, in particular when students are responsible for carrying out their own investigations. Thus, this research project aimed to study the potential of two out-of-school learning environments - a field trip in an urban context, taking advantage of the fossils present in the architectural heritage, and a visit to a geology museum. The study was carried out with a class of 20 11th grade students from a school in the historical center of Lisbon. In order to analyze the potential of the methodology used in terms of interest and motivation, skills and learning developed by students, as well as to determine the difficulties experienced by them throughout the didactic intervention, the research followed a qualitative methodology and was based on diversified methods and instruments to collect data, including a logbook, observation using evaluation grids, questionnaire surveys and collection and documentary analysis of the work produced by students. The results obtained are in line with what is referred to in the literature, showing an increase in student interest and motivation for the study of geology and, more particularly, for the topic of fossils, in addition to benefits in terms of significant learning and skills developed, of which stand out the collaborative and group work skills, reasoning and problem solving skills, mastery of ICT tools and oral communication of scientific content. The main difficulties diagnosed in the students were related to the research and selection of information, fatigue due to the duration and/or physical demands of out-of-school learning environments, and oral and written communication of scientific content.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Biologia e de Geologia no 3º Ciclo do Ensino Básico e no Ensino Secundário, 2023, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Trabalho de campo Visitas de estudo Museus de ciência Fósseis Geologia - Estudo e ensino Relatórios da prática de ensino supervisionada - 2023