Advisor(s)
Abstract(s)
O presente relatório, intitulado "Transformação Digital: Desenvolvimento das Competências Histórico-Geográficas com recurso às tecnologias digitais", foi elaborado no âmbito da unidade curricular de Prática de Ensino Supervisionada II, parte do Mestrado em Ensino do 1.º Ciclo do Ensino Básico (1º CEB) e de Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico (2º CEB), na Escola Superior de Educação de Lisboa.
Este relatório está organizado em duas partes principais. Na primeira parte, são descritas e analisadas criticamente as práticas pedagógicas implementadas no 1.º e 2.º CEB. A segunda parte apresenta um estudo empírico desenvolvido com base numa problemática identificada durante as práticas no 2.º CEB: a integração das tecnologias digitais como forma de promover o desenvolvimento das competências histórico-geográficas dos alunos. Os objetivos do estudo incluem: (i) desenvolver um programa de intervenção que utilize as TIC para melhorar as competências histórico-geográficas; (ii) analisar as perceções dos alunos sobre o programa de intervenção implementado; e (iii) avaliar o contributo das tecnologias digitais para a aprendizagem dos alunos. Para alcançar esses objetivos, a metodologia adotada envolveu uma abordagem mista, combinando métodos qualitativos e quantitativos, baseando-se nos princípios da investigação-ação. A investigação foi realizada numa turma de 5.º ano, composta por 20 alunos. As técnicas de recolha de dados incluíram questionários aplicados no início e no final do estudo, entrevistas de uma amostra de alunos e observação direta. A análise de conteúdo foi utilizada nas transcrições das entrevistas e nas respostas abertas dos questionários. Os resultados indicam que a implementação do programa de intervenção baseado no uso das tecnologias digitais foi fundamental para o desenvolvimento das competências histórico-geográficas dos alunos. As atividades realizadas, que incluíram o uso de mapas interativos, realidade virtual e diversas ferramentas digitais, permitiram uma exploração mais aprofundada e prática dos temas históricos e geográficos.
This report, titled "Digital Transformation: Development of Historical-Geographical Competences using Digital Technologies," was produced as part of the Supervised Teaching Practice II course, part of the Master's Degree in Teaching the 1st Cycle of Basic Education (1st CEB), Portuguese, History and Geography of Portugal in the 2nd Cycle of Basic Education (2nd CEB), at the Lisbon School of Education. This report is organized into two main parts. The first part critically describes and analyzes the teaching practices implemented in the 1st and 2nd CEB. The second part presents an empirical study based on a problem identified during the practices in the 2nd CEB: the integration of digital technologies as a means to promote the development of students' historical-geographical competences. The objectives of the study include: (i) developing an intervention program that uses ICT to improve historical-geographical competences; (ii) analyzing the perceptions of the students and the cooperating teacher about the implemented intervention program; and (iii) evaluating the contribution of digital technologies to student learning. To achieve these objectives, the methodology adopted involved a mixed approach, combining qualitative and quantitative methods, based on the principles of action research. The research was conducted with a 5th-grade class with 20 students. Data techniques included questionnaires administered at the beginning and end of the study, interviews with the cooperating teacher, a students sample, also a participant observation during the classes. Content analysis was used to analyze the interview transcripts and the open-ended questionnaire responses. The results indicate that the implementation of the intervention program based on the use of digital technologies was fundamental for the development of the students' historical-geographical competences. The activities carried out, which included the use of interactive maps, virtual reality, and various digital tools, allowed for a deeper and more practical exploration of historical and geographical topics.
This report, titled "Digital Transformation: Development of Historical-Geographical Competences using Digital Technologies," was produced as part of the Supervised Teaching Practice II course, part of the Master's Degree in Teaching the 1st Cycle of Basic Education (1st CEB), Portuguese, History and Geography of Portugal in the 2nd Cycle of Basic Education (2nd CEB), at the Lisbon School of Education. This report is organized into two main parts. The first part critically describes and analyzes the teaching practices implemented in the 1st and 2nd CEB. The second part presents an empirical study based on a problem identified during the practices in the 2nd CEB: the integration of digital technologies as a means to promote the development of students' historical-geographical competences. The objectives of the study include: (i) developing an intervention program that uses ICT to improve historical-geographical competences; (ii) analyzing the perceptions of the students and the cooperating teacher about the implemented intervention program; and (iii) evaluating the contribution of digital technologies to student learning. To achieve these objectives, the methodology adopted involved a mixed approach, combining qualitative and quantitative methods, based on the principles of action research. The research was conducted with a 5th-grade class with 20 students. Data techniques included questionnaires administered at the beginning and end of the study, interviews with the cooperating teacher, a students sample, also a participant observation during the classes. Content analysis was used to analyze the interview transcripts and the open-ended questionnaire responses. The results indicate that the implementation of the intervention program based on the use of digital technologies was fundamental for the development of the students' historical-geographical competences. The activities carried out, which included the use of interactive maps, virtual reality, and various digital tools, allowed for a deeper and more practical exploration of historical and geographical topics.
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 Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico
Keywords
Tecnologias digitais Competências histórico-geográficas História e Geografia de Portugal 2º ciclo do ensino básico Recursos digitais Digital technologies Historical-geographical competences History and geography of Portugal 2nd cycle of basic education Digital resources
Citation
Guedes, M. S. A. (2024). Transformação digital: desenvolvimento das competências histórico-geográficas com recurso às tecnologias digitais (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/18089