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O presente relatório apresenta, por um lado, a descrição e reflexão crítica sobre os estágios realizados em 1.º e 2.º CEB e, por outro, a análise de um estudo desenvolvido no contexto de 1.º CEB. Este estudo analisa de que modo uma sequência de atividades, organizada a partir de temas de Estudo do Meio pode favorecer o desenvolvimento de capacidades de pensamento crítico, numa turma de 4.º ano. Pretendeu-se caracterizar o desempenho dos alunos em cinco capacidades de pensamento crítico (diferenciar facto de opinião, distinguir causa de efeito, fazer inferências, identificar argumentos a favor e contra e avaliar a credibilidade de fontes de informação), antes e depois da intervenção e avaliar o impacto da sequência de atividades, identificar progressos e dificuldades persistentes. Trata-se de um estudo de caso com desenho quasi-experimental, com um único grupo avaliado em dois momentos (pré-teste e pós-teste), envolvendo 22 alunos. Ao longo de cinco semanas, foram implementadas diversas atividades com temáticas de Estudo do Meio, articuladas com o pré-teste e o pós-teste, utilizados na avaliação inicial e final. Os dados recolhidos foram submetidos à análise estatística descritiva e inferencial. Os resultados evidenciam um aumento significativo da média global de desempenho em pensamento crítico, de 50,5% para 65,9%, bem como ganhos mais expressivos na distinção entre factos e opiniões, na análise de relações de causa-efeito e na avaliação da credibilidade de fontes de informação. As melhorias nas capacidades de inferir e de produzir argumentos foram mais modestas, persistindo dificuldades na explicitação do raciocínio e na formulação de argumentos contra. Concluiu-se que uma sequência de atividades intencionalmente planificada, ainda que de curta duração, pode contribuir de forma relevante para o reforço das capacidades de pensamento crítico no 1.º CEB, o que reforça a necessidade de um trabalho continuado ao longo da escolaridade obrigatória.
This report presents, on one hand, the description and critical reflection on the teaching practicums undertaken in the first and second cycles of primary education and, on the other hand, an analysis of a study conducted in the context of the first cycle of primary education. This study investigates how a sequence of activities, organized around Environmental Studies (Estudo do Meio) topics, can foster the development of critical thinking skills in a 4th-grade class. The aims were to characterise students’ performance in five critical thinking skills - distinguishing fact from opinion, differentiating cause and effect, making inferences, identifying arguments for and against, and evaluating the credibility of information sources - before and after the intervention, and to evaluate the impact of the sequence of activities, identifying both progress and persistent difficulties. This research follows a case-study approach with a quasi-experimental design, involving a single group of 22 students assessed at two moments (pre-test and post-test). Over five weeks, a set of activities on Science topics were implemented and articulated with the pre-test and post-test, used as the initial and final assessment instruments. The data collected were subjected to descriptive and inferential statistical analysis. The results indicate a significant improvement on the overall mean performance in critical thinking, from 50.5% to 65.9%, as well as substantial gains in distinguishing facts from opinions, analysing cause–effect relationships, and evaluating the credibility of information sources. Improvements in the abilities to infer and to construct arguments were modest, with persistent difficulties in making reasoning explicit and formulating counterarguments. The study concludes that an intentionally planned sequence of activities, even when of short duration, can contribute meaningfully to strengthening critical thinking skills in the first cycle of primary education, reinforcing the need for sustained work throughout compulsory schooling.
This report presents, on one hand, the description and critical reflection on the teaching practicums undertaken in the first and second cycles of primary education and, on the other hand, an analysis of a study conducted in the context of the first cycle of primary education. This study investigates how a sequence of activities, organized around Environmental Studies (Estudo do Meio) topics, can foster the development of critical thinking skills in a 4th-grade class. The aims were to characterise students’ performance in five critical thinking skills - distinguishing fact from opinion, differentiating cause and effect, making inferences, identifying arguments for and against, and evaluating the credibility of information sources - before and after the intervention, and to evaluate the impact of the sequence of activities, identifying both progress and persistent difficulties. This research follows a case-study approach with a quasi-experimental design, involving a single group of 22 students assessed at two moments (pre-test and post-test). Over five weeks, a set of activities on Science topics were implemented and articulated with the pre-test and post-test, used as the initial and final assessment instruments. The data collected were subjected to descriptive and inferential statistical analysis. The results indicate a significant improvement on the overall mean performance in critical thinking, from 50.5% to 65.9%, as well as substantial gains in distinguishing facts from opinions, analysing cause–effect relationships, and evaluating the credibility of information sources. Improvements in the abilities to infer and to construct arguments were modest, with persistent difficulties in making reasoning explicit and formulating counterarguments. The study concludes that an intentionally planned sequence of activities, even when of short duration, can contribute meaningfully to strengthening critical thinking skills in the first cycle of primary education, reinforcing the need for sustained work throughout compulsory schooling.
Descrição
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
Palavras-chave
Pensamento crítico Capacidades de pensamento crítico Estudo do meio Critical thinking Critical thinking skills Environmental studies
Contexto Educativo
Citação
Santos, M. S. N. (2025). O desenvolvimento de capacidades de pensamento crítico no 4.º ano: uma abordagem a partir de temas de estudo do meio [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. http://hdl.handle.net/10400.21/22575