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Advisor(s)
Abstract(s)
Este relatório tem como objetivo descrever de modo reflexivo o processo de intervenção pedagógica realizado no 1.º e 2.º Ciclo do Ensino Básico, no âmbito da Unidade Curricular de Prática de Ensino Supervisionada II, do 2.º ano do mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico. Deste processo, emergiu a escolha do tema do estudo empírico, “Processos de autoavaliação da aprendizagem durante o Tempo de Estudo Autónomo” realizado numa turma do 3.º ano do 1.º CEB que igualmente se apresenta. Assim, configurou-se como finalidade da investigação estudar e melhorar os processos de autoavaliação da aprendizagem durante o TEA e como objetivos específicos de investigação, i) Caraterizar os critérios de autoavaliação utilizados pelos alunos nas primeiras três semanas do estudo; ii) Caraterizar os critérios de autoavaliação utilizados pelos alunos nas três últimas semanas do estudo; iii) Estabelecer comparações entre os resultados obtidos, na fase inicial e na fase final do estudo.
Tendo em linha de conta a natureza do estudo a metodologia adotada é de natureza qualitativa, com aspetos muito semelhantes aos da metodologia da investigação-ação. Utilizaram-se, como técnicas de recolha de dados, essencialmente, a pesquisa documental e o focus group. Como técnicas de tratamento de dados, privilegiou-se a análise de conteúdo, seguindo os pressupostos metodológicos sugeridos por Bardin (2013). Trataram-se alguns dados com recurso ao software Excel.
Os resultados evidenciam que numa fase inicial os alunos não utilizavam critérios de autoavaliação que lhes permitissem melhorar o seu trabalho. Não obstante, as estratégias implementadas para a melhoria destes processos, revelaram-se adequadas, sendo que no final do processo se verificou uma melhoria na diversificação e adequação de critérios utilizados pelos alunos na autoavaliação.
ABSTRACT This report aims to describe the reflective practice of the pedagogical intervention process, which was developed in the framework of the Curricular Unity of Supervised Teaching Practice II, of the 2nd year of Master’s degree in the Ensino do 1º CEB e do 2º CEB em Matemática e Ciências da Natureza (Teaching of 1st CEB and Mathematics, and Natural Sciences in the 2nd CEB). The choice of the theme “Self-assessment teaching processes during Autonomous Study Time” emerged from the process which took place in 3rd grade class from the 1st CEB. Hence, the final investigation goal was established as to study and improve the learning auto-evaluation processes during the Tempo de Estudo Autonomo (Autonomous Study Time), which has the following specific investigation purposes, i) characterize the self-assessment criteria used by the students within the first three weeks of the study, ii) Characterize the self-assessment criteria used by the students within the last three weeks of the study ; iii) establish comparisons within the obtained results, in the initial and final study’s phase. By taking into the account the type of study, a qualitative methodology is applied, with very similar aspects such as the ones of action-investigation methodology. Documental search and focus group were used primarly as data collection technics, followed by the methodological assumptions suggested by Bardin (2013). Some data was processed with the aid of the Excel program. The results have shown that the students wouldn’t use self-assessment criteria that would enable them to improve their work. Nevertheless, the implemented strategies as an improvement of this processes has revealed itself adequate, since there was an improvement in the diversification and adequacy of the criteria used by the students during the self-assessment
ABSTRACT This report aims to describe the reflective practice of the pedagogical intervention process, which was developed in the framework of the Curricular Unity of Supervised Teaching Practice II, of the 2nd year of Master’s degree in the Ensino do 1º CEB e do 2º CEB em Matemática e Ciências da Natureza (Teaching of 1st CEB and Mathematics, and Natural Sciences in the 2nd CEB). The choice of the theme “Self-assessment teaching processes during Autonomous Study Time” emerged from the process which took place in 3rd grade class from the 1st CEB. Hence, the final investigation goal was established as to study and improve the learning auto-evaluation processes during the Tempo de Estudo Autonomo (Autonomous Study Time), which has the following specific investigation purposes, i) characterize the self-assessment criteria used by the students within the first three weeks of the study, ii) Characterize the self-assessment criteria used by the students within the last three weeks of the study ; iii) establish comparisons within the obtained results, in the initial and final study’s phase. By taking into the account the type of study, a qualitative methodology is applied, with very similar aspects such as the ones of action-investigation methodology. Documental search and focus group were used primarly as data collection technics, followed by the methodological assumptions suggested by Bardin (2013). Some data was processed with the aid of the Excel program. The results have shown that the students wouldn’t use self-assessment criteria that would enable them to improve their work. Nevertheless, the implemented strategies as an improvement of this processes has revealed itself adequate, since there was an improvement in the diversification and adequacy of the criteria used by the students during the self-assessment
Description
Relatório Final 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
Tempo de estudo autónomo Plano individual de trabalho Autoavaliação Avaliação formativa Autorregulação Autonomous study time Individual work plan Self-assessment Formative assessment