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Advisor(s)
Abstract(s)
A aprendizagem da Ciência tem-se revelado difícil, nos diferentes níveis de
ensino, como tem mostrado a inúmera investigação educacional que tem vindo a ser
realizada desde a década de sessenta do séc. XX. A Linguagem científica constitui uma
(primeira) barreira para os aprendentes de Ciência. As dificuldades são de natureza diversa.
No presente artigo procuraremos mostrar como uma iniciação à Ciência, através da
Metodologia de Trabalho de Projeto, pode constituir uma metodologia privilegiada por
permitir não só a aquisição de significado para termos técnicos, como também a atribuição
de novos significados a palavras da linguagem corrente e a utilização de conectores lógicos.
Recorreremos a exemplos recolhidos de situações de estágios profissionais que
acompanhámos.
Abstract: The learning of science has proved to be difficult at the various levels of education, as shown by the volume of educational research that has been carried out since the 1960s. Scientific language is a (first) barrier for learners of science. The difficulties are of various kinds. In this article we will show how an introduction to science through the working project methodology work may constitute an effective means of facilitating not only the acquisition of the meanings of technical terms, but also the assigning of new meanings to everyday words and the use of logical connectors. For this propose we will use examples drawn from our own experience as teaching practice tutors.
Résumé: L’apprentissage de la science s'est révélé difficile dans les différents niveaux d’éducation, comme le témoigne la recherche en éducation qui a été menée depuis les années soixante du XXe siècle. Le langage scientifique est un obstacle (le premier) pour les apprenants de science. Les difficultés sont de nature diverse. Dans cet article, nous allons voir comment une initiation à la science à partir de la méthodologie de travail du projet peut constituer un moyen privilégié pour permettre soit l'acquisition du sens des termes techniques, soit l'attribution de nouvelles significations aux mots de tous les jours et l'utilisation des connecteurs logiques. Nous nous appuyons sur des exemples recueillis dans des situations de stages professionnels.
Abstract: The learning of science has proved to be difficult at the various levels of education, as shown by the volume of educational research that has been carried out since the 1960s. Scientific language is a (first) barrier for learners of science. The difficulties are of various kinds. In this article we will show how an introduction to science through the working project methodology work may constitute an effective means of facilitating not only the acquisition of the meanings of technical terms, but also the assigning of new meanings to everyday words and the use of logical connectors. For this propose we will use examples drawn from our own experience as teaching practice tutors.
Résumé: L’apprentissage de la science s'est révélé difficile dans les différents niveaux d’éducation, comme le témoigne la recherche en éducation qui a été menée depuis les années soixante du XXe siècle. Le langage scientifique est un obstacle (le premier) pour les apprenants de science. Les difficultés sont de nature diverse. Dans cet article, nous allons voir comment une initiation à la science à partir de la méthodologie de travail du projet peut constituer un moyen privilégié pour permettre soit l'acquisition du sens des termes techniques, soit l'attribution de nouvelles significations aux mots de tous les jours et l'utilisation des connecteurs logiques. Nous nous appuyons sur des exemples recueillis dans des situations de stages professionnels.
Description
Keywords
Linguagem Ciência Pré-escola Language Science Kindergarten Langage École Maternelle
Citation
Ramos, Maria das Mercês Sousa e Valente, Bianor A. da Cruz (2011). Iniciação à Ciência através da Metodologia de Trabalho de Projeto – Um contexto privilegiado para o desenvolvimento da linguagem no pré-escolar. Da Investigação às Práticas I (2), 2-16.