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Browsing ESELx - Capítulos ou partes de livros by Author "Almeida, António"
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- Aprendizagem Baseada em Problemas: Reflexões de professores estagiários de Biologia e de GeologiaPublication . Torres, Joana; Moutinho, Sara; Almeida, António; Vasconcelos, ClaraA Aprendizagem Baseada em Problemas (ABP) é uma metodologia de ensino centrada no aluno que promove o desenvolvimento de diversas competências e uma construção de conhecimento mais significativa. Os estudantes tornam-se construtores ativos do seu conhecimento e o professor altera o seu papel de transmissor da informação para facilitador do processo de resolução de problemas. De facto, esta metodologia requer uma transformação no paradigma educacional, apelando para uma maior autonomia do aluno. Com o objetivo de analisar as conceções dos professores acerca da metodologia, assim como dificuldades, constrangimentos e implicações na aprendizagem dos alunos da implementação desta metodologia, foram entrevistados sete professores estagiários, no ano letivo 2012/2013. Numa realidade onde esta metodologia é parcamente utilizada, pretendeuse que estes professores revelassem a sua opinião e vivências após trabalharem com a metodologia, sendo analisadas diferentes dimensões: significado e importância da ABP; fase de planificação; fase de implementação e considerações gerais. Tendo como pressuposto uma metodologia qualitativa, as entrevistas foram transcritas e sujeitas a uma análise de conteúdo. No sentido de traçar um perfil mais robusto dos professores foram analisadas também planificações por eles construídas nesse mesmo ano letivo. Verificámos que, ao nível da importância da ABP, os entrevistados reconhecem que os alunos desenvolvem competências essenciais, como a autonomia, o pensamento crítico e a capacidade de questionar e de trabalhar em grupo, competências essas fundamentais também fora do contexto de aula. Estes constatam ainda que os alunos, no geral, estão mais motivados e envolvidos no processo de aprendizagem, construindo o seu próprio conhecimento e desenvolvendo uma imagem mais adequada de ciência. No entanto, estes indicam que esta metodologia requer muito tempo e uma maior preparação por parte dos professores verificando-se, também, uma certa relutância pelos alunos para a mudança. Relativamente à planificação e à implementação da metodologia, os professores estagiários procuram cumprir o programa e motivar os alunos, sendo o levantamento de questões e factos e o preenchimento da ficha de monitorização as etapas que parecem suscitar mais dificuldades. A falta de materiais, a dificuldade na acessibilidade a computadores, internet e outras fontes de pesquisa, destacam-se como principais obstáculos à implementação da ABP.
- Biocentric reasoning in children: implications in science and environmental educationPublication . Almeida, António; Strecht-Ribeiro, Orlando; Vasconcelos, ClaraThis study aimed to verify the incidence of biocentric reasoning (centred on the welfare of the animals) in 91 children, aged between 8 and 10, attending the 3rd and 4th years in a primary school of Lisbon, Portugal, and is the continuity of another study promoted by the authors. To do that, a questionnaire was applied, inquiring about the type of places where the children contact with animals and their opinion about the human behaviour in three different situations involving animals (dilemmas). The results have shown that the majority of children had a small contact with natural and semi-natural places, and the majority only went to places where nature is managed, like zoos and similar parks. This experience seems to be responsible for inappropriate ideas about zoos, considered by some children the ideal place to keep wild animals because there they are well treated and safer from predators. However, and globally, the incidence of biocentric reasoning in the dilemmas is high, proving its increasing in situations in which human action is considered selfish or inappropriate, but it also is affected by the species presented (the empathy factor seems to be important as well). Implications of these results for Science and Environmental Education are also discussed.
- Conhecimento e perceção da importância das áreas protegidas: Um estudo com futuros docentes do 1.º e do 2º cicloPublication . Almeida, António; García Fernández, BeatrizEste estudo envolveu 54 estudantes do Escola Superior de Educação de Lisboa e visou identificar o seu conhecimento e perceções acerca das áreas protegidas através da administração de um questionário. Os estudantes identificaram algumas das áreas protegidas de Portugal mas em número limitado. Globalmente, possuem ideias claras acerca das atividades a permitir e proibir no seu seio. Revelam alguma dificuldade em posicionar-se acerca da presença humana e da implementação do turismo no seu interior, assim como do seu papel no desenvolvimento económico. Tendem ainda a ignorar a dimensão cultural a elas associado. Defendem a suo visitação pela Escola, por motivos de sensibilização ambiental e de aprendizagem científica.
- How is the reintroduction of extinct animals regarded through age? A comparative study with students from two distinct school levelsPublication . Almeida, António; Vasconcelos, Isabella Francisca; Torres, Joana; Moutinho, SaraThe Portuguese curriculum includes the issue of endangered species but it omits the reintroductions of endangered or already extinct species. Therefore, this study aimed to verify and compare the position of 435 students, attending the 4th (n1=210, age average 8,8) and the 9th year (n2=225, age average 14,3) of schooling, about the hypothetical reintroduction of three emblematic mammals from the Iberian fauna in Portugal: the wild goat, the bear and the lynx, which has a very different situation in this country. To this end, a questionnaire was applied, also demanding the reasons of their choice. The students of both groups supported the reintroductions with percentages that were very similar, but the reasons for their support had a different frequency. In a very general way, the older students gave more personal and ecological arguments and the younger produced more arguments centred on the animals and on the human being. However, the incidence of ecological arguments was lower than expected, due to the fact that students from the 9th have approached throughout schooling, more precisely at the 3rd, 5th and 8thyears, several ecological issues. Some misconceptions about the utility of the animals for humans, especially in the case of the wild goat, and their dangerousness, in the case of the bear and lynx, were also detected. Because this issue has proved to be very controversial in countries that have already started a reintroduction policy of some species of their fauna, we support its discussion during schooling, in Science Education and Environmental Education, for a better understanding of the reasons for and against the reintroductions that may allow reducing the importance of empathy for an animal as the most important one.
- Integração curricular de matemática e ciências naturais na abordagem de problemas de saúde ambiental na formação para a docênciaPublication . Rodrigues, Margarida; Caseiro, Ana; Silva, Maria João; Almeida, António; Loução, Alexandra; Monteiro, SaraNeste capítulo, começa-se por discutir a pertinência em trabalhar o currículo de forma integrada como meio de dar sentido às aprendizagens realizadas, de um modo coerente e contextualizado. A Matemática e as Ciências Naturais surgem como duas áreas disciplinares com fortes possibilidades de integração quando os seus conceitos são mobilizados no desenvolvimento de projetos que visem a diagnose e a proposta de intervenções de resolução de problemas de saúde ambiental. A utilização de sensores no desenvolvimento desses projetos assume um papel relevante ao permitir a recolha de dados e a sua representação. No capítulo, são apresentadas cinco atividades práticas (em contexto de formação inicial de docentes), visando identificar a forma como os conteúdos de Matemática e Ciências Naturais foram mobilizados numa abordagem curricular integrada, centrada no estudo de um dado problema de saúde ambiental. Quatro das atividades visaram a exploração e caracterização dos espaços interior e exterior da Escola Superior de Educação de Lisboa e do ambiente do Jardim Botânico da Ajuda, relativamente ao nível sonoro e concentração de dióxido de carbono, bem como a relação entre o ritmo cardíaco e as condições ambientais. Uma outra atividade envolveu alunos do 2.º Ciclo do Ensino Básico e, tendo sido desenvolvida em contexto da Prática de Ensino Supervisionada II, teve como objetivo estudar o conforto térmico da escola, em diferentes espaços. Foi possível verificar a ligação das aprendizagens em Matemática e nas Ciências Naturais à vida real, com recurso à utilização de sensores em atividades autênticas de pesquisa, com um forte enfoque na procura de soluções para os problemas de saúde ambiental identificados.
- La competencia digital en Educación Ambiental: potencialidades de las nuevas tecnologías en el ultrapasar de la dicotomía entre corriente naturalista y resolutiva.Publication . Sumozas García-Pardo, Rafael; Almeida, AntónioLa Educación Ambiental (EA) surgió a mediados de la década de los sesenta delsiglo xx, aunque, históricamente, el término había sido utilizado anteriormente yexistían incluso referencias anteriores a su práctica. Palmer (1998), por ejemplo,refiere que la designación de Eútcacion Ambiental fue utilizada por primera vezen 1948 en una conferencia de la Unión parala Conservación de la Naturalezarealizada en París y que Patrick Geddes (1854-1933) fue un profesor escocés pio-nero en la inserción de temáticas ambientales en su prâctica educativa. Pero, sinnegar todavía otras iniciativas que a nivel mundial se pueden incluir en el contextode la Educación Ambiental, fue en la década referida cuando la articulación entrelas cuestiones del medioambiente y la educación se intensificó, fruto del crecienteimpacto negativo del ser humano en los ecosistemas, traducido por la continuabúsqueda de recursos naturales, el crecimiento de la población y las actividadesproductivas que modifican la calidad del aire, el agua y el suelo.
- Natureza da ciência na formação inicial de professores e a prática orientada para a promoção da literacia científicaPublication . Faria, Cláudia; Chagas, Isabel; Valente, Bianor; Almeida, AntónioÉ hoje incontornável a ideia da importância e necessidade urgente de inclusão de aspetos relacionados com a natureza da ciência nos currículos dos ensinos básico e secundário, por ser uma componente crucial da literacia científica, um facilitador da compreensão e aprofundamento de conteúdos de ciências e um fator para a motivação e o interesse dos alunos, especialmente por induzir a compreensão em detrimento da memorização (ver Leden, Hansson, Redfors e Ideland, 2013, para uma revisão). A questão que se levanta é no entanto, se estarão os professores preparados para pôr em prática esse desafio?
- PBL Methodology: Enhancing Science and Mother Tongue IntegrationPublication . Vaz, Odete; Almeida, António; Gonçalves, CarolinaCurricular integration in school usually departs from a theme that reveals potential to interrelate knowledge from different disciplinary areas. However, an integrated approach can also be achieved by following a certain didactic line, problem situation or activity. In this study, a Problem Based Learning (PBL) methodology was implemented with the intention of promoting better learning in the fields of Science and Mother Tongue (Portuguese). This methodology has been used at different levels of schooling, especially related with Science learning, and our aim was to verify its potential to the improvement of expository text production. The participants were 44 pupils from the 4th grade of a primary state school, aged between 8-9 years old, divided into two groups (the experimental one and the control one). To achieve the established aim, three activities related to topics of the science syllabus were designed in accordance with PBL principles, that are: a) to present a problem that is relevant in a real context; b) to frame it using a real or a fictional scenario that can motivate pupils c) to give data sources to help its resolution; d) to promote collaborative work; e) to help pupils dealing with the proposed data sources through a tutorial process; f) to ask for a final product in which the answer to the problem is included; g) to assess all the learning process, presenting new situations that imply the knowledge acquired. The study took place during three months and the written productions of pupils were assessed with the help of grids for learning verification of scientific concepts and internalization of the key dimensions associated with written text production. The control group had a traditional approach of the contents of both disciplines. The results were particularly encouraging in the experimental group in terms of the presented aims, and reveled that the use of PBL can help learning in the two subject areas involved. It was also verified that the use of PBL activities had an impact on communication skills of pupils as well as in their motivation for learning.
- Perception of pupils of basic education about zoos: identifying different perspectivesPublication . Almeida, António; Sánchez Emeterio, G.; García Fernández, B.Zoos are places often used by teachers, since they allow for both animalsóbservation and biodiversity contact. The Lisbon zoo opened in 1884 and is regularly visited by pupils of Basic Education, and only a few have never been there. In fact, many children only have the opportunity to see wildlife in zoos, where there is an attempt to combine scientific learning with entertainment, arguments that reveal an anthropocentric perspective. However, zoos are controversial places and are subject to strong criticism. Proponents of a biocentric perspective, centred on animals, highlight the following negative aspects: i) the use of animals as means to our ends; ii) the deprivation of freedom and conditioning of their behaviours; iii) the inculcation of the idea that Man is superior to other species. As for the advocates of an ecocentric perspective, centred on the value of ecosystems, they emphasize the fragmented view of nature that zoos transmit. Even so, in this perspective, there is recognition that zoos can play a role in the conservation of species. This study sought to determine how 124 pupils from a state school in Lisbon perceive zoos, in particularly the Lisbon zoo. The children, with an average age of 13, attended the 7th grade of schooling in 2014/15. To this end, a questionnaire with two parts was applied. In the first part, it was asked if the pupils had already visited the Lisbon zoo or other similar space; they also had to identify three positive and three negative aspects associated with this place; In the second part, after collection of the first one, the pupils were asked to express their level of agreement (1, strongly disagree, to 5, strongly agree) concerning 18 statements expressing different ideas about zoos: 6 of them had an anthropocentric content (supporting zoos); 6 others, an ecocentric content (supporting zoos under certain conditions); and the other 6, a biocentric content (opposing to these spaces). An average for each perspective was obtained and the averages were compared with a Multivariate Test (3 factors) within subjects. The results showed that only 4 (3.2%) pupils had never visited a zoo. Concerning the positive aspects of the Lisbon zoo, a large majority emphasized the contact with animals (75%), the offered services and entertainment (56.5%), as the cable car and the fast food restaurants, and the animal shows (35.5%). Only 8.9% of the children reported aspects focused on animals, like the fact that they are well treated or the appropriate spaces where they lived; in relation to the negative aspects, 42.7% of the respondents focused on the general space conditions, especially the smell and dirtiness, in the presence of less beloved animals and in the weak interaction with animals, 22.6%, and 26% even said that zoos have nothing negative. Only 8.1% of the pupils mentioned the inadequacy of the spaces for animals and the absence of freedom. Accordingly, the 6 biocentric statements were those that received less agreement while the others expressing the anthropocentric and ecocentric perspectives emerged with a closer and higher average, with statistically significant differences (p = 0.000). The participants also revealed a full consistency in the responses in both parts of the questionnaire. The results also suggest that children are slightly aware of the negative aspects of zoos, and indicate that the teachers that they had so far didn´t stimulate much a discussion on this subject, if at all.
- Perceptions of animals in primary school childrenPublication . Almeida, António; Vasconcelos, Clara; Rodrigues, IsildaThis study aimed to verify the perceptions of animals in 88 children, aged between 8 and 10, attending the 3rd and 4th years in primary school. To this end, a questionnaire was applied, with a seven point like/dislike scale for twenty five animals also inquiring about the reasons for the ranking attributed. The dog, the horse, the tortoise, the sparrow and the butterfly received the best rakings places; the cockroach, the mosquito, the snake, the mouse and the bee got the worst ones. More opposite opinions were expressed about the bat, the mouse, the boar, the wolf and the shark. Because the reasons given by children frequently reflect the lack of knowledge about certain behaviours of the animals and of their ecological role, some suggestions are made to change some of the bad perceptions that children have about the animals with the lowest ranking.
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