| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 75.38 MB | Adobe PDF |
Advisor(s)
Abstract(s)
O presente relatório integra-se na unidade curricular Prática de Ensino
Supervisionada II, do Mestrado em Ensino do 1.º e 2.º Ciclo do Ensino Básico, da
Escola Superior de Educação de Lisboa, e apresenta uma reflexão sobre todo o percurso
desenvolvido. Assim, a partir da caracterização do contexto da intervenção e da
identificação das potencialidades e fragilidades do grupo turma com que se trabalhou,
descreve-se e analisam-se algumas das dificuldades sentidas e as formas encontradas
para promover uma modalidade de prática que se considera conseguida.
Apresenta-se também uma investigação que incidiu sobre o tema da destruição
da camada de ozono e do aquecimento global. No estudo, a amostra foi constituída por
um grupo de sessenta e duas crianças do 4.º ano de escolaridade, com idades
compreendidas entre os nove e os doze anos. Incluiu os alunos da turma onde foi
implementada a Prática de Ensino Supervisionada referente ao 1.º Ciclo do Ensino
Básico (grupo experimental) e outras duas turmas (assumidas como um só grupo)
lecionadas por dois outros docentes (grupo de controlo).
A investigação foi elaborada em diversas etapas, sendo iniciada pela aplicação
de um questionário (pré-teste) às duas turmas. Este teve como objetivo a identificação
de algumas das conceções alternativas sobre os dois fenómenos ambientais que a
literatura indica serem comuns, de modo a verificar a sua ocorrência nos alunos da
amostra do estudo. Posteriormente, em ambos os grupos o tema foi lecionado, mas o
grupo experimental vivenciou um conjunto de atividades explicitamente voltado para a
desconstrução das conceções manifestadas. Por último, aplicou-se o mesmo
questionário (pós-teste) às duas turmas, cerca de três semanas após a lecionação dos
conteúdos em causa, com o objetivo de verificar possíveis alterações.
Os resultados da investigação revelaram uma diminuição na incidência de
conceções alternativas sobre os temas referidos, o que apoia que uma prática docente
centrada na desconstrução das conceções erradas dos alunos é capaz de fazer prevalecer
o conhecimento científico sobre o conhecimento do senso comum.
ABSTRACT This report is part of the curricular unit “Supervised Teaching Practice”, of the Masters in Teaching (Primary Education), in Escola Superior de Educação de Lisboa, and presents an observation on the journey taken throughout the intervention. From the characterization of the intervention context and identification of the strengths and weaknesses of the working group, this document aims at describing and analysing some of the difficulties experienced and the solutions encountered to address these issues, thus promoting a successful practice. In addition, the thesis also presents some findings on a research project, where the students’ knowledge on the depletion of the ozone layer and global warming was analysed. The study sample was constituted by a group of sixty-two children at the fourth grade, between nine and twelve years old. It included the students in the class where the Supervised Teaching Practice was introduced (experimental group), as well as two other classes taught by two different teachers (control group). The investigation was conducted in distinct stages, having started with a questionnaire (first test) to both groups. The goal was to identify alternative conceptions about the two environmental phenomena that literature indicates as being the most common, so we could verify whether they happened in the sample. Afterwards, in both groups, the topic was taught, but the experimental group enrolled in a set of activities related to the deconstruction of the misconceptions previously acquired. Lastly, after the referred intervention, we applied the same questionnaire (second test) to both groups, three weeks after the subject was taught, with the objective of identifying possible improvements. The result of this investigation indicates a decrease in the number of preconceived fallacies on the topic, which supports a teaching practice focused on the breakdown of students’ misconceptions as one being able to make the scientific knowledge prevail.
ABSTRACT This report is part of the curricular unit “Supervised Teaching Practice”, of the Masters in Teaching (Primary Education), in Escola Superior de Educação de Lisboa, and presents an observation on the journey taken throughout the intervention. From the characterization of the intervention context and identification of the strengths and weaknesses of the working group, this document aims at describing and analysing some of the difficulties experienced and the solutions encountered to address these issues, thus promoting a successful practice. In addition, the thesis also presents some findings on a research project, where the students’ knowledge on the depletion of the ozone layer and global warming was analysed. The study sample was constituted by a group of sixty-two children at the fourth grade, between nine and twelve years old. It included the students in the class where the Supervised Teaching Practice was introduced (experimental group), as well as two other classes taught by two different teachers (control group). The investigation was conducted in distinct stages, having started with a questionnaire (first test) to both groups. The goal was to identify alternative conceptions about the two environmental phenomena that literature indicates as being the most common, so we could verify whether they happened in the sample. Afterwards, in both groups, the topic was taught, but the experimental group enrolled in a set of activities related to the deconstruction of the misconceptions previously acquired. Lastly, after the referred intervention, we applied the same questionnaire (second test) to both groups, three weeks after the subject was taught, with the objective of identifying possible improvements. The result of this investigation indicates a decrease in the number of preconceived fallacies on the topic, which supports a teaching practice focused on the breakdown of students’ misconceptions as one being able to make the scientific knowledge prevail.
Description
Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de
mestre em Ensino do 1.º e 2.º Ciclos do Ensino Básico
Keywords
Conceções alternativas Destruição da camada do ozono Aquecimento global Estudo do meio Misconceptions Ozone layer deplection Global warming Study of natural and social environment
Citation
Publisher
Instituto Politécnico de Lisboa, Escola Superior de Educação de Lisboa