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Advisor(s)
Abstract(s)
Este relatório desenvolve-se no contexto da Prática de Ensino Supervisionada II, estando dividido em duas partes.
Na primeira parte, descreve-se e analisa-se reflexivamente as duas práticas desenvolvidas em 1.º e 2.º ciclos do ensino básico (CEB). Apresenta-se, igualmente, uma análise comparativa entre as duas práticas. Na segunda parte, apresenta-se o estudo subordinado ao tema Um percurso para o desenvolvimento de competências ortográficas e linguísticas: cooperativo. Foi finalidade deste estudo perceber qual o impacto do ditado cooperativo no ensino e aprendizagem da ortografia, tendo em conta os casos das homófonas <u>/<o> em posição final de palavra, homófonas nasais antes de <p>/<b> e nos restantes contextos e homófonas <ão>/<am> em posição final de palavra. A amostra do estudo foi constituída por um grupo de 24 alunos do 2.º ano.
Para concretizar este estudo de caráter misto, aproximado do Design-based research, realizou-se o levantamento e análise das conceções dos alunos acerca do ditado e do trabalho sobre o erro antes e após a intervenção. Para selecionar os casos ortográficos a trabalhar aquando da intervenção, procedeu-se a uma diagnose acerca dos conhecimentos ortográficos dos alunos, efetivada pelo levantamento e análise de erros ortográficos de duas produções escritas de cada aluno. Para esta análise foi mobilizada estatística inferencial e descritiva. Então, implementaram-se sete ditados metalinguísticos, tendo-se gravado em áudio as interações de pares de trabalho em momento de resolução dos desafios ortográficos, as quais foram devidamente analisadas. No final do ensino e aprendizagem de cada caso ortográfico selecionado, aplicaram-se fichas de verificação e, no final da intervenção, um ditado de frases. Os resultados foram analisados com estatística inferencial e descritiva.
Com a análise dos dados recolhidos, verificou-se que os ditados metalinguísticos podem conduzir a um ensino e aprendizagem da ortografia efetivos e motivadores, assentes em aprendizagem cooperativa.
This report was developed in Prática de Ensino Supervisionada II context, being divided in two parts. In the first part, the two practicum developed in 1.th and 2.nd cycles of the basic education are described and reflexively analysed. It is also presented a comparative analysis between the two practices. In the second part, the study practicum about the theme A path for the development of spelling and linguistic skills: cooperative dictation is presented. The purpose of this study was to understand the impact of cooperative dictation on the learning of spelling, taking into account the cases of homophones <u>/<o> in word endings, nasal homophones before <p>/<b> and in other consonants contexts and homophones <ão>/<am> in word endings. The study sample consisted of a group of 24 2.nd grade students. To carry out this study of a mixed nature, similar to Design-based research, a survey and analysis of students' conceptions about dictation and work on error was carried out before and after the intervention. In order to select the spelling cases to be worked on during the intervention, a diagnosis was made of the students' spelling knowledge, carried out by surveying and analyzing spelling errors in two written productions by each student. For this analysis, inferential and descriptive statistics were mobilized. Then, seven metalinguistic dictations were implemented, recording the interactions of work pairs in audio when solving the spelling challenges, which were duly analyzed. At the end of teaching and learning of each selected spelling case, verification work sheets were applied and, at the end of the intervention, phrases were dictated. The results were analyzed with inferential and descriptive statistics. With the analysis of the collected data, it was verified that the metalinguistic dictations can lead to a teaching and learning of spelling based on socioconstructivism.
This report was developed in Prática de Ensino Supervisionada II context, being divided in two parts. In the first part, the two practicum developed in 1.th and 2.nd cycles of the basic education are described and reflexively analysed. It is also presented a comparative analysis between the two practices. In the second part, the study practicum about the theme A path for the development of spelling and linguistic skills: cooperative dictation is presented. The purpose of this study was to understand the impact of cooperative dictation on the learning of spelling, taking into account the cases of homophones <u>/<o> in word endings, nasal homophones before <p>/<b> and in other consonants contexts and homophones <ão>/<am> in word endings. The study sample consisted of a group of 24 2.nd grade students. To carry out this study of a mixed nature, similar to Design-based research, a survey and analysis of students' conceptions about dictation and work on error was carried out before and after the intervention. In order to select the spelling cases to be worked on during the intervention, a diagnosis was made of the students' spelling knowledge, carried out by surveying and analyzing spelling errors in two written productions by each student. For this analysis, inferential and descriptive statistics were mobilized. Then, seven metalinguistic dictations were implemented, recording the interactions of work pairs in audio when solving the spelling challenges, which were duly analyzed. At the end of teaching and learning of each selected spelling case, verification work sheets were applied and, at the end of the intervention, phrases were dictated. The results were analyzed with inferential and descriptive statistics. With the analysis of the collected data, it was verified that the metalinguistic dictations can lead to a teaching and learning of spelling based on socioconstructivism.
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
Ortografia Socioconstrutivismo Ditado cooperativo Orthography Socioconstrutivism Cooperative dictation
Citation
Sampaio, A. R. B. (2023). Um percurso para o desenvolvimento de competências ortográficas e linguísticas: ditado cooperativo (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/16775