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Authors
Advisor(s)
Abstract(s)
O presente relatório foi desenvolvido no âmbito da Unidade Curricular de Prática de Ensino Supervisionada II (PES II), do Mestrado em Ensino do 1.º Ciclo do Ensino Básico (CEB) e de Matemática e Ciências Naturais no 2.º CEB. A investigação que se apresenta, intitulada de “A cooperação na resolução do problema da semana a pares no 3.º ano de escolaridade”, teve como objetivos evidenciar a auto e heteroavaliação das competências de cooperação inscritas em lista de verificação como promotoras da melhoria da cooperação e da resolução do problema da semana, como também compreender as representações de cooperação dos alunos, no geral e em referência à resolução do problema da semana, antes e após a intervenção. Em conformidade com os objetivos selecionados, formularam-se as seguintes questões de investigação: (i) “Quais as representações de cooperação dos alunos antes e após a intervenção?”; (ii) “Quais as representações de cooperação dos alunos na resolução do problema da semana antes e após a intervenção?”; (iii) “De que forma a auto e heteroavaliação regular das competências de cooperação realizadas após o problema da semana ajudou no desenvolvimento das mesmas e na eficácia da resolução?”. A metodologia utilizada foi de natureza qualitativa, tendo como técnicas de recolha de dados a observação participante e a análise de conteúdo aos instrumentos utilizados, i.e., ao inquérito por questionário, às entrevistas semiestruturadas, às entrevistas de Focus Group e às listas de verificação preenchidas pelos alunos. Os resultados obtidos do estudo demonstraram que a implementação das listas de verificação, bem como as reflexões realizadas após a resolução do problema da semana a pares sobre as competências de cooperação potenciaram e melhoraram a cooperação entre alunos, bem como a consciência sobre o seu trabalho e o do colega.
ABSTRACT This report was developed within the scope of the Curricular Unit of Supervised Teaching Practice II, of the Master’s Degree in Teaching of the 1st Cycle of the Basic Education and of Mathematics and Natural Sciences in the 2nd Cycle of the Basic Education. The investigation that is presented, entitled “Cooperation in solving the problem of the week in pairs in the 3rd grade of schooling” had as objectives highlight the self- and hetero-evaluation of cooperation skills included in the checklist as promoters of improving cooperation and solving the week’s problem, as well as understanding the students’ representations of cooperation, in general and in reference to solving the week’s problem, before and after the intervention. In accordance with the selected objectives, the following research questions were formulated: (i) “What are the students’ representations of cooperation before and after the intervention?”; (ii) “What are the students’ representations of cooperation in solving the problem of the week before and after the intervention?”; (iii) “How did the regular self and hetero-evaluation of cooperation competences carried out after the problem of the week help in their development and in the effectiveness of the resolution?”. The methodology used was of a qualitative nature, using participant observation and content analysis of the instruments used as data collection techniques, i.e., the questionnaire survey, semi-structured interviews, Focus Group interviews and checklists filled in by the participants students. The results obtained from the study showed that the implementation of the checklists, as well as the reflections carried out after solving the problem of the week in pairs on cooperation skills, potentiated and improved cooperation between students, as well as awareness of their work and of the colleague’s work.
ABSTRACT This report was developed within the scope of the Curricular Unit of Supervised Teaching Practice II, of the Master’s Degree in Teaching of the 1st Cycle of the Basic Education and of Mathematics and Natural Sciences in the 2nd Cycle of the Basic Education. The investigation that is presented, entitled “Cooperation in solving the problem of the week in pairs in the 3rd grade of schooling” had as objectives highlight the self- and hetero-evaluation of cooperation skills included in the checklist as promoters of improving cooperation and solving the week’s problem, as well as understanding the students’ representations of cooperation, in general and in reference to solving the week’s problem, before and after the intervention. In accordance with the selected objectives, the following research questions were formulated: (i) “What are the students’ representations of cooperation before and after the intervention?”; (ii) “What are the students’ representations of cooperation in solving the problem of the week before and after the intervention?”; (iii) “How did the regular self and hetero-evaluation of cooperation competences carried out after the problem of the week help in their development and in the effectiveness of the resolution?”. The methodology used was of a qualitative nature, using participant observation and content analysis of the instruments used as data collection techniques, i.e., the questionnaire survey, semi-structured interviews, Focus Group interviews and checklists filled in by the participants students. The results obtained from the study showed that the implementation of the checklists, as well as the reflections carried out after solving the problem of the week in pairs on cooperation skills, potentiated and improved cooperation between students, as well as awareness of their work and of the colleague’s work.
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
Aprendizagem cooperativa Problema da semana Auto e heteroavaliação. Cooperative learning Problem of the week Self and hetero-evaluation
Citation
Pedra, C. G. (2022). A cooperação na resolução do problema da semana numa turma do 3.º ano de escolaridade (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15723