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Authors
Advisor(s)
Abstract(s)
O presente relatório desenvolveu-se 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, da Escola Superior de
Educação de Lisboa.
Encontra-se dividido em duas partes. Na primeira parte, descreve-se a prática
pedagógica ocorrida no 5º ano do 2.º CEB, explicita-se a problemática que orientou a
intervenção e realiza-se uma análise crítica da mesma. Na segunda parte, apresentase
um estudo que procurou verificar a eficácia de um conjunto de atividades
concebidas segundo os princípios da Aprendizagem Baseada na Resolução de
Problemas (ABRP) na aprendizagem dos alunos. Neste estudo, definiram-se três
objetivos principais: i) envolver os alunos na gestão das suas aprendizagens; ii)
desenvolver as suas capacidades reflexivas e autonomia; e iii) fomentar o trabalho em
grupo e a colaboração entre os alunos. Assim, implementaram-se três atividades
ABRP que tiveram como foco três temáticas distintas: o revestimento, a locomoção e
os regimes alimentares dos seres vivos.
No estudo procedeu-se a uma revisão de literatura, explicitando conceitos e
sistematizando dados relevantes relativos à ABRP à caracterização da metodologia de
investigação utilizada e apresentam-se os resultados e as conclusões da investigação.
Tratou-se de estudo de caso, recorrendo a uma metodologia predominantemente
qualitativa, e os instrumentos utilizados para análise do desempenho dos alunos no
decurso das atividades ABRP foram grelhas de observação e questões de aplicação,
aplicadas no final do período da intervenção. Os resultados revelaram que os alunos
foram melhorando o desempenho de atividade em atividade. Porém, percecionou-se
que as melhorias poderiam ter sido mais expressivas se o tempo de implementação da
referida abordagem metodológica tivesse sido maior.
Abstrat The present report is part of Supervised Teaching Practice course of the Master’s in Teaching of 1st Basic Cycle and Natural Sciences and Maths of 2nd Basic Cycle, at the Lisbon School of Education. It has been divided in two parts. The first part integrates a description of the pedagogical practice in a class of 5th grade, an explanation of the problematic that was found on the group, which guided the intervention, and a critical analysis about the practice. In the second part, a study is presented that sought to verify the effectiveness of a set of activities designed according to the principles of Problem Based Learning (PBL) in student learning. In this study, three main objectives were defined: i) to involve students in managing their learning; ii) to develop their reflexive capacities and autonomy; and iii) to encourage group work and collaboration between students. Thus, three activities were developed that focused on three different themes: the coating, locomotion and the diet of living beings. In the study, a literature review was carried out, explaining concepts and systematizing relevant data related to PBL, characterizing the methodology used and presenting the results and conclusions of the research. It was a case study, using predominantly a qualitative methodology, and the instruments used to analyse student performance during PBL activities were observation grids and application questions, applied at the end of the intervention period. The results revealed that the students were improving their performance from activity to activity. However, it was noticed that the improvements could have been more significant if the time for implementing the referred methodological approach had been longer.
Abstrat The present report is part of Supervised Teaching Practice course of the Master’s in Teaching of 1st Basic Cycle and Natural Sciences and Maths of 2nd Basic Cycle, at the Lisbon School of Education. It has been divided in two parts. The first part integrates a description of the pedagogical practice in a class of 5th grade, an explanation of the problematic that was found on the group, which guided the intervention, and a critical analysis about the practice. In the second part, a study is presented that sought to verify the effectiveness of a set of activities designed according to the principles of Problem Based Learning (PBL) in student learning. In this study, three main objectives were defined: i) to involve students in managing their learning; ii) to develop their reflexive capacities and autonomy; and iii) to encourage group work and collaboration between students. Thus, three activities were developed that focused on three different themes: the coating, locomotion and the diet of living beings. In the study, a literature review was carried out, explaining concepts and systematizing relevant data related to PBL, characterizing the methodology used and presenting the results and conclusions of the research. It was a case study, using predominantly a qualitative methodology, and the instruments used to analyse student performance during PBL activities were observation grids and application questions, applied at the end of the intervention period. The results revealed that the students were improving their performance from activity to activity. However, it was noticed that the improvements could have been more significant if the time for implementing the referred methodological approach had been longer.
Description
Relatório de Estágio realizado no âmbito da Prática de Ensino Supervisionada II e 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
Ciências naturais Resolução de problemas Aprendizagem colaborativa Problem based learning Natural sciences Collaborative learning
Citation
Pais, M. M. (2019). A abordagem baseada na resolução de problemas na aprendizagem das Ciências Naturais no 2º Ciclo do Ensino Básico (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/12939
Publisher
Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa