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Advisor(s)
Abstract(s)
O presente relatório foi elaborado no âmbito da Unidade Curricular (UC) de Prática de Ensino Supervisionada (PES) II, integrante do plano de estudos do 2.º ano do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e Matemática e Ciências Naturais do 2.º Ciclo do Ensino Básico (CEB), na qual foram realizadas duas intervenções em contextos educativos. Este descreve e analisa criticamente todo o processo realizado. O relatório contempla ainda um estudo realizado sobre o pensamento crítico, desenvolvido também ao longo do período de intervenção. Este estudo, de natureza quantitativa, teve como objetivo verificar qual o contributo de um conjunto de atividades para o desenvolvimento de capacidades de pensamento crítico num grupo de alunos do 5.º ano de escolaridade. Este foi realizado com vinte e oito alunos do 5.º ano de escolaridade do Ensino Básico, com idades compreendidas entre os 9 e 12 anos, organizados em dois grupos (experimental e controlo). A nível metodológico, o estudo assemelha-se a uma pesquisa quasi-experimental e dividiu-se em três momentos. A sua primeira etapa consistiu na administração de um pré-teste para medir o nível inicial de pensamento crítico dos alunos das duas turmas. Após a sua administração foi realizado o tratamento experimental com o grupo experimental, que consistiu na realização de um conjunto de atividades promotoras de pensamento crítico, desenvolvidas com base nas disposições e capacidades referidas na Taxonomia de Ennis. Por fim, a última fase consistiu numa nova testagem dos dois grupos, com um pós-teste, com o objetivo de analisar o nível de pensamento crítico dos alunos e avaliar o impacto do tratamento experimental realizado num dos grupos. A análise estatística dos resultados apoia a conclusão de que a realização destas atividades especificamente construídas para desenvolver este tipo de capacidades tenha, de facto, impacto no desenvolvimento do pensamento crítico, uma vez que no grupo experimental se registaram alguns ganhos estatisticamente significativos, tanto no nível global de pensamento crítico, como em alguns grupos de capacidades de pensamento crítico em particular. O mesmo não ocorreu no grupo de controlo, que não realizou as referidas atividades.
ABSTRACT This report was written within the context of the Supervised Teaching Practice II curricular unit, which is part of the 2nd year of the Master's Degree in Teaching in the 1st Cycle of Basic Education and in Mathematics and Sciences of the 2nd Cycle of Primary Education, in which two interventions were carried out in educational settings. It describes and critically analyzes this entire process. The report also includes a study on critical thinking, also developed during the intervention period. This study has a quantitative approach and aimed to verify the contribution of a set of activities to the development of critical thinking skills in a group of 5th-grade students. It was carried out with twenty-eight 5th-grade school students, aged between 9 and 12, organized into two groups (experimental and control). In terms of methodology, the study is similar to quasi-experimental research and was divided into three stages. The first stage consisted of the administration of a pre-test to measure the initial level of critical thinking of the students of the two classes. After its administration, the experimental treatment was carried out with the experimental group, which consisted of a set of activities promoting critical thinking, developed based on the dispositions and abilities referred to in Ennis' Taxonomy. Finally, the last phase consisted of a new testing moment for both groups (post-test). The statistical analysis of the results supports the conclusion that the implementation of these activities, specifically built to develop these types of skills, does indeed have an impact on the development of critical thinking, since in the experimental group there were statistically significant gains, both in the overall level of critical thinking and in some groups of critical thinking skills in particular. The same did not occur in the control group, which did not perform the referred activities.
ABSTRACT This report was written within the context of the Supervised Teaching Practice II curricular unit, which is part of the 2nd year of the Master's Degree in Teaching in the 1st Cycle of Basic Education and in Mathematics and Sciences of the 2nd Cycle of Primary Education, in which two interventions were carried out in educational settings. It describes and critically analyzes this entire process. The report also includes a study on critical thinking, also developed during the intervention period. This study has a quantitative approach and aimed to verify the contribution of a set of activities to the development of critical thinking skills in a group of 5th-grade students. It was carried out with twenty-eight 5th-grade school students, aged between 9 and 12, organized into two groups (experimental and control). In terms of methodology, the study is similar to quasi-experimental research and was divided into three stages. The first stage consisted of the administration of a pre-test to measure the initial level of critical thinking of the students of the two classes. After its administration, the experimental treatment was carried out with the experimental group, which consisted of a set of activities promoting critical thinking, developed based on the dispositions and abilities referred to in Ennis' Taxonomy. Finally, the last phase consisted of a new testing moment for both groups (post-test). The statistical analysis of the results supports the conclusion that the implementation of these activities, specifically built to develop these types of skills, does indeed have an impact on the development of critical thinking, since in the experimental group there were statistically significant gains, both in the overall level of critical thinking and in some groups of critical thinking skills in particular. The same did not occur in the control group, which did not perform the referred activities.
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 Naturais no 2.º Ciclo do Ensino Básico
Keywords
Pensamento crítico Atividades Critical thinking Promoting activities
Citation
Lino, J. C. V (2022). Desenvolvimento do Pensamento Crítico em Ciências Naturais: um estudo com alunos do 5.º Ano de escolaridade (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15779