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STEM na aprendizagem de energia e movimentos : um trabalho com alunos do 10º ano
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Este trabalho tem como objetivo conhecer como é que uma abordagem STEM, Science, Technology, Engineering e Mathematics pode influenciar as aprendizagens dos alunos do 10º ano, na disciplina de Física e Química A (FQ A), no tema de Energia. Mais concretamente, pretendeu-se investigar quais as aprendizagens realizadas pelos alunos, quais as dificuldades sentidas pelos alunos e que avaliação fazem os alunos das aulas de Física na aprendizagem do subdomínio: “Energia e movimentos”, quando envolvidos numa abordagem STEM.
Para tal, foram planeadas cinco tarefas, sendo que estas e planeamento das aulas lecionadas têm sempre por base as ações estratégicas de ensino orientadas para o perfil dos alunos, assim como os descritores do perfil dos alunos, que se encontram nas Aprendizagens Essenciais de Física e Química A do 10. º ano e no perfil do aluno à saída da escolaridade obrigatória. A recolha de dados foi realizada ao longo das minhas intervenções, na referida turma da escola cooperante, através da aplicação do Word Association Test (WAT), antes e depois da intervenção, registos escritos dos alunos, registos fotográficos, observação e um questionário.
Os participantes neste trabalho são uma turma do 10.º ano de escolaridade, pertencentes a um agrupamento de escolas da grande região de Lisboa. O tema abordado no relatório de ensino da prática supervisionada insere-se no domínio da “energia e sua conservação”, do 10.º ano de escolaridade, mais precisamente ao subdomínio “energia e movimentos”. Da análise dos resultados obtidos, é possível concluir que foram desenvolvidas aprendizagens nos domínios conceptual, processual e de comunicação, evidenciando ainda uma maior motivação e envolvimento dos alunos, em todo o processo de aprendizagem, quando envolvidos em tarefas com uma abordagem STEM.
This work aims to understand how a STEM, Science, Technology, Engineering and Mathematics approach can influence the learning of 10th year students, in the subject of Physics and Chemistry A (FQ A), on the topic of Energy. More specifically, the aim was to investigate what learning was carried out by students, what difficulties students experienced and what assessment students in Physics classes make when learning the subdomain: “Energy and movements”, when involved in a STEM approach. To this end, five tasks were planned, and these and the planning of the classes taught are always based on strategic teaching actions oriented to the students' profile, as well as the descriptors of the students' profile, which are found in the Essential Learning of Physics and Chemistry A in the 10th year and in the student's profile upon leaving compulsory education. Data collection was carried out throughout my interventions, in the aforementioned class at the cooperating school, through the application of the Word Association Test (WAT), before and after the intervention, written records of the students, photographic records, observation and a questionnaire. The participants in this work are a 10th year class, belonging to a group of schools in the greater Lisbon region. The topic addressed in the supervised practice teaching report falls within the domain of “energy and its conservation”, from the 10th year of schooling, more precisely to the subdomain “energy and movements”. From the analysis of the results obtained, it is possible to conclude that learning was developed in the conceptual, procedural and communication domains, also showing greater motivation and involvement of students, throughout the learning process, when involved in tasks with a STEM approach.
This work aims to understand how a STEM, Science, Technology, Engineering and Mathematics approach can influence the learning of 10th year students, in the subject of Physics and Chemistry A (FQ A), on the topic of Energy. More specifically, the aim was to investigate what learning was carried out by students, what difficulties students experienced and what assessment students in Physics classes make when learning the subdomain: “Energy and movements”, when involved in a STEM approach. To this end, five tasks were planned, and these and the planning of the classes taught are always based on strategic teaching actions oriented to the students' profile, as well as the descriptors of the students' profile, which are found in the Essential Learning of Physics and Chemistry A in the 10th year and in the student's profile upon leaving compulsory education. Data collection was carried out throughout my interventions, in the aforementioned class at the cooperating school, through the application of the Word Association Test (WAT), before and after the intervention, written records of the students, photographic records, observation and a questionnaire. The participants in this work are a 10th year class, belonging to a group of schools in the greater Lisbon region. The topic addressed in the supervised practice teaching report falls within the domain of “energy and its conservation”, from the 10th year of schooling, more precisely to the subdomain “energy and movements”. From the analysis of the results obtained, it is possible to conclude that learning was developed in the conceptual, procedural and communication domains, also showing greater motivation and involvement of students, throughout the learning process, when involved in tasks with a STEM approach.
Descrição
Relatório da Prática de Ensino Supervisionada, Mestrado em Ensino de Física e Química no 3º Ciclo do Ensino Básico e Secundário, 2023, Universidade de Lisboa, Instituto de Educação
Palavras-chave
Educação STEM Física - Estudo e ensino Energia Aprendizagens Relatórios da prática de ensino supervisionada - 2023