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Advisor(s)
Abstract(s)
O presente relatório procura descrever todo o trabalho realizado com duas
turmas do 6.º ano de escolaridade durante a Prática de Ensino Supervisionada (PES).
Na primeira parte, são abordados os aspetos essenciais desta prática nas dimensões
da observação e intervenção, envolvendo uma caracterização da instituição onde a
mesma se realizou, dos princípios orientadores dos docentes e dos grupos turma, bem
como uma análise dos períodos de observação e intervenção. Na segunda parte é
apresentado um estudo realizado com duas turmas de 6.º ano de escolaridade, sendo
uma experimental e outra de controlo, sobre a temática das conceções alternativas
acerca do sistema cardiovascular.
A prática realizada neste contexto teve uma duração de nove semanas, sendo
duas semanas de observação e sete de intervenção. No decorrer desta prática foram
lecionadas as disciplinas de matemática e de ciências naturais, contando com o apoio
de duas professoras cooperantes, uma de cada disciplina, e de dois professores
orientadores da ESELx.
Relativamente ao estudo em questão, este partiu da identificação de algumas
conceções alternativas acerca do sistema do corpo humano nos alunos das duas turmas
já referidas. Esta identificação foi efetuada a partir de um questionário construído para
o efeito, administrado às duas turmas em dois momentos separados por cerca de mês
e meio. Durante este período uma das turmas vivenciou um plano de intervenção
constituído por uma série de sessões com a finalidade expressa de as desconstruir
(turma experimental). O plano de intervenção recorreu essencialmente a atividades de
exposição com discussão e a atividades experimentais acerca dos conteúdos
abordados. Na outra turma o tema foi lecionado sem a intervenção das estagiárias,
tendo sido as sessões idealizadas pela professora cooperante sem a finalidade
expressa de desconstruir conceções alternativas (turma de controlo).
Os alunos de ambas as turmas, independentemente das estratégias e atividades
diferenciadas, diminuíram significativamente as suas conceções alternativas sobre o
sistema cardiovascular, não se podendo afirmar que o plano de intervenção tivesse sido
mais eficaz na finalidade expressa. Algumas limitações do estudo são também
discutidas, que procuram justificar a não existência de ganhos mais significativos na
turma experimental.
ABSTRACT This report seeks to describe all the work carried out in two classes from the 6th grade during Supervised Teaching Practice. In the first part, the essential aspects of this practice are addressed in the dimensions of observation and intervention, involving a characterization of the institution where it took place, the guiding principles of teachers and class groups, as well as an analysis of the periods of observation and intervention. The second part presents a study carried out with two classes from the 6th grade, one called experimental and the other called control, on the theme of misconceptions about the cardiovascular system. The practice carried out in this context lasted nine weeks, with two weeks of observation and seven weeks of intervention. In the course of this practice, the subjects of mathematics and natural sciences were taught, with the support of two cooperating teachers, one from each discipline, and two supervising teachers from ESELx. Regarding the study, it started from the identification of some misconceptions about the human body system in the students from the two classes already mentioned. This identification was made from a questionnaire built for the purpose, administered to the two classes in two moments separated by about a month and a half. During this period, one of the classes experienced an intervention plan consisting in a series of sessions with the purpose of deconstructing them (the experimental group). The intervention plan essentially used exposure activities with discussion, linked with experimental activities on the contents covered. In the other class where there was no intervention from the interns, the sessions were idealized by the cooperating teacher, without these having an express purpose of deconstructing misconceptions (the control class). The students of both classes, regardless of differentiated strategies and activities, significantly decreased their misconceptions about the cardiovascular system, and it cannot be said that the intervention plan had been more effective. Some limitations of the study are also discussed, which seek to justify the non-existence of more significant gains in the experimental group.
ABSTRACT This report seeks to describe all the work carried out in two classes from the 6th grade during Supervised Teaching Practice. In the first part, the essential aspects of this practice are addressed in the dimensions of observation and intervention, involving a characterization of the institution where it took place, the guiding principles of teachers and class groups, as well as an analysis of the periods of observation and intervention. The second part presents a study carried out with two classes from the 6th grade, one called experimental and the other called control, on the theme of misconceptions about the cardiovascular system. The practice carried out in this context lasted nine weeks, with two weeks of observation and seven weeks of intervention. In the course of this practice, the subjects of mathematics and natural sciences were taught, with the support of two cooperating teachers, one from each discipline, and two supervising teachers from ESELx. Regarding the study, it started from the identification of some misconceptions about the human body system in the students from the two classes already mentioned. This identification was made from a questionnaire built for the purpose, administered to the two classes in two moments separated by about a month and a half. During this period, one of the classes experienced an intervention plan consisting in a series of sessions with the purpose of deconstructing them (the experimental group). The intervention plan essentially used exposure activities with discussion, linked with experimental activities on the contents covered. In the other class where there was no intervention from the interns, the sessions were idealized by the cooperating teacher, without these having an express purpose of deconstructing misconceptions (the control class). The students of both classes, regardless of differentiated strategies and activities, significantly decreased their misconceptions about the cardiovascular system, and it cannot be said that the intervention plan had been more effective. Some limitations of the study are also discussed, which seek to justify the non-existence of more significant gains in the experimental group.
Description
Relatório de Prática de Ensino Supervisionada apresentado à Escola Superior de Educação de Lisboa para
obtenção de grau de mestre em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências da Natureza
no 2.º Ciclo do Ensino Básico
Keywords
Ciências da natureza Conceções alternativas 2.º ciclo do ensino básico Sistema cardiovascular Misconceptions Cardiovascular system Natural sciences 2nd cycle of basic education
Citation
Gonçalves, S. F. F. (2019). Conceções alternativas acerca do sistema cardiovascular: identificação e desconstrução em alunos do 2.º Ciclo do Ensino Básico (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/13008
Publisher
Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa