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Advisor(s)
Abstract(s)
O presente artigo tem por base um estudo realizado em contexto
de Prática Profissional Supervisionada numa turma de 6.º ano do
1.º Ciclo do Ensino Básico. Partindo das características da turma, decidiu-
se escolher como estratégia de ensino de conteúdos históricos e
geográficos o mapa de conceitos ou mapa conceptual como forma de
sistematizar e relacionar os diversos conteúdos abordados durante a
prática pedagógica. Este recurso foi aplicado ao longo da intervenção,
no final de cada unidade temática.
Os alunos da turma em questão apresentavam grandes dificuldades
em relacionar e sistematizar os conteúdos de História e Geografia
de Portugal e também os de outras disciplinas. Este facto verificou-se,
uma vez que possuíam hábitos de estudo incipientes e por nunca lhes
ter sido apresentada esta técnica da História e Geografia – o mapa conceptual – como forma de relação e síntese de conteúdos.
Identificadas as fragilidades, propôs-se trabalhar a seguinte questão-
problema: de que forma o mapa conceptual potencia a síntese e as
relações de conteúdos já abordados, influenciando o aproveitamento
escolar dos alunos?
Após a implementação de dois mapas conceptuais, verificou-se que
os discentes apreenderam, de uma forma mais satisfatória, os conteúdos
lecionados. Conseguiram, portanto, identificar o essencial de uma
determinada categoria e estabelecer relações mais significativas que
se encontraram espelhadas no momento de avaliação.
Abstract This article is based on a study carried out in the context of Supervised Teaching Practice II in a class of 6th year of the 1st Cycle of Basic Education. Based on the characteristics of the class, it was decided to choose the concept map or conceptual map as a strategy for teaching historical and geographical content as a way of systematizing the relationship between the various contents covered during the pedagogical practice. This resource was applied throughout the intervention, at the end of each thematic unit. The students of the class in question had great difficulties in relating and systematizing the contents of History and Geography of Portugal and also those of other subjects. This fact was verified, since they had incipient study habits and because they had never been introduced to this technique of History and Geography - the conceptual map - as a form of relationship and synthesis of contents. Having identified the weaknesses, it was proposed to work on the following question-problem: how does the conceptual map enhance the synthesis and relations of contents already spoken, influencing the students' scholar performance? After the implementation of two concept maps, it was found that the students learned, in a more satisfactory way, the contents taught. They were therefore able to identify the essentials of a given category and establish more significant relationships that were mirrored at the time of evaluation.
Abstract This article is based on a study carried out in the context of Supervised Teaching Practice II in a class of 6th year of the 1st Cycle of Basic Education. Based on the characteristics of the class, it was decided to choose the concept map or conceptual map as a strategy for teaching historical and geographical content as a way of systematizing the relationship between the various contents covered during the pedagogical practice. This resource was applied throughout the intervention, at the end of each thematic unit. The students of the class in question had great difficulties in relating and systematizing the contents of History and Geography of Portugal and also those of other subjects. This fact was verified, since they had incipient study habits and because they had never been introduced to this technique of History and Geography - the conceptual map - as a form of relationship and synthesis of contents. Having identified the weaknesses, it was proposed to work on the following question-problem: how does the conceptual map enhance the synthesis and relations of contents already spoken, influencing the students' scholar performance? After the implementation of two concept maps, it was found that the students learned, in a more satisfactory way, the contents taught. They were therefore able to identify the essentials of a given category and establish more significant relationships that were mirrored at the time of evaluation.
Description
Keywords
Mapa conceptual Competências Geografia História 2.º ciclo do ensino básico Ensino Concept map Skills History Geography 2nd cycle of basic education Teaching
Citation
Silva, M., Rato, V., Ferreira, N. M. (2021) O mapa conceptual: uma estratégia de sistematização e relação de conteúdos em história e geografia de Portugal numa turma de 6.º ano. in Dias, A. G., Hortas, M. J., Ferreira, N. M.& Cabanillas, F. J.(Eds.) TempuSpacium - Didática das Ciências Sociais, Estudos II. (pp. 85-101) Escola Superior de Educação, Instituto Politécnico de Lisboa. https://doi.org/10.34629/ipl.eselx.cap.livros.151
Publisher
Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa