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Advisor(s)
Abstract(s)
O presente relatório foi elaborado no âmbito da unidade curricular de Prática de Ensino Supervisionada II, integrada no 2.º ano do Mestrado em Ensino do 1.º Ciclo do Ensino Básico (CEB) e de Matemática e Ciências Naturais no 2.º CEB. Este documento está organizado em duas partes. Na primeira parte é descrita e analisada a prática de ensino supervisionada desenvolvida em dois contextos educativos destintos, um no 1.º CEB e outro no 2.º CEB. A segunda parte do relatório é relativa a um estudo elaborado cujo tema é o contributo da Aprendizagem Baseada na Resolução de Problemas (ABRP) no desenvolvimento de competências sociais. Os participantes deste estudo foram os alunos de duas turmas do 5.º ano do 2.º CEB. Este estudo tinha como objetivo geral compreender qual o contributo da ABRP no desenvolvimento de competências sociais de alunos do 5.º ano de escolaridade, nomeadamente o trabalho cooperativo entre pares. Como tal, foram definidos os seguintes objetivos específicos: i) Caracterizar as competências dos alunos ao nível do trabalho cooperativo ao longo das atividades do tipo ABRP; ii) Compreender a opinião dos alunos acerca das aprendizagens desenvolvidas a partir da realização de atividades do tipo ABRP. A metodologia utilizada foi de natureza qualitativa e as técnicas de recolha de dados utilizadas foram a observação estruturada participante e a entrevista semiestruturada realizada em grupo. Os dados recolhidos foram tratados com recurso à técnica de análise de conteúdo e de análise estatística simples. Os resultados obtidos permitiram compreender que de facto as atividades de ABRP contribuem para o desenvolvimento de competências sociais, nomeadamente o trabalho cooperativo entre pares. Este aspeto é particularmente evidenciado nas entrevistas realizadas, em que os próprios alunos referem ter aprendido a trabalhar melhor em grupo ao longo das atividades ABRP.
The present report was written within the context of the Supervised Teaching Practice II curricular unit, which is part of the 2nd year of the Master's Degree in Teaching of the 1st Cycle of Basic Education (CBE) and Mathematics and Natural Sciences in the 2nd CBE. The report is divided into two parts. The first part is a description, analysis and reflection regarding the internship experience in the 1st CBE and in the 2nd CBE. The second part of the report describes the study carried out during the 2nd CBE internship about the contribution of Problem-based learning (PBL) in the development of social competencies. The participants of this study were students from two 5th-grade classes. The main goal of this study was to understand the contribution of PBL activities in the development of social competencies of 5th-grade students, namely collaboration skills between peers. The secondary goals of the study were the following: i) Characterise the students' collaboration skills throughout PBL activities; ii) Understand the students’ perceptions of their PBL experiences. This study followed a qualitative method. The data collection techniques used were structured participant observation and semi-structured focus group interviews. The collected data were treated using content analysis and simple statistical analysis. In terms of findings, the study confirmed that PBL activities contribute to developing students’ social competencies, such as collaboration skills between peers. This aspect is particularly evident in the focus group interviews, in which the students themselves refer to having acquired collaboration skills during the PBL activities.
The present report was written within the context of the Supervised Teaching Practice II curricular unit, which is part of the 2nd year of the Master's Degree in Teaching of the 1st Cycle of Basic Education (CBE) and Mathematics and Natural Sciences in the 2nd CBE. The report is divided into two parts. The first part is a description, analysis and reflection regarding the internship experience in the 1st CBE and in the 2nd CBE. The second part of the report describes the study carried out during the 2nd CBE internship about the contribution of Problem-based learning (PBL) in the development of social competencies. The participants of this study were students from two 5th-grade classes. The main goal of this study was to understand the contribution of PBL activities in the development of social competencies of 5th-grade students, namely collaboration skills between peers. The secondary goals of the study were the following: i) Characterise the students' collaboration skills throughout PBL activities; ii) Understand the students’ perceptions of their PBL experiences. This study followed a qualitative method. The data collection techniques used were structured participant observation and semi-structured focus group interviews. The collected data were treated using content analysis and simple statistical analysis. In terms of findings, the study confirmed that PBL activities contribute to developing students’ social competencies, such as collaboration skills between peers. This aspect is particularly evident in the focus group interviews, in which the students themselves refer to having acquired collaboration skills during the PBL activities.
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 Competências Sociais Capacidade de cooperação Ciências Naturais 2.º ciclo do ensino básico Resolução de problemas Problem-based learning Social competencies Collaboration skills Science
Citation
Lopes, M. C. S. (2023). O contributo da aprendizagem baseada na resolução de problemas no desenvolvimento de competências sociais: estudo com alunos do 5.ºano de escolaridade (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/16875