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Advisor(s)
Abstract(s)
O presente Relatório Final realizou-se no âmbito da Unidade Curricular de Prática de Ensino Supervisionada II, lecionada no 2.º ano do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico, da Escola Superior de Educação de Lisboa. O estudo foi desenvolvido numa turma de 4.º ano do 1.º Ciclo do Ensino Básico, e teve como problemática: De que forma o feedback dado por alunos do 4.º ano a produções textuais de colegas promove a melhoria das suas próprias produções? Tendo em vista a resposta à problemática apresentada, definiram-se como objetivos específicos do estudo de caso: (i) identificar o tipo de erros em produções textuais de alunos do 4.º ano; (ii) caracterizar o feedback dado a produções textuais de alunos do 4.º ano; e, (iii) analisar as produções textuais de alunos do 4.º ano após o feedback concedido. Tendo em conta os objetivos definidos, o estudo utilizou uma abordagem metodológica qualitativa, adotando um design de estudo de caso. A técnica de recolha de dados utilizada cingiu-se à recolha documental dos textos produzidos pelos alunos e dos feedbacks escritos concedidos aos colegas. Os dados recolhidos foram analisados e interpretados através da análise de conteúdo das produções textuais e dos registos escritos do feedback concedido. Os resultados do estudo permitiram verificar, em alguns casos, uma melhoria das produções textuais, pelo que o feedback entre pares se demonstrou eficaz. Nos casos em que não se observaram melhorias, os alunos necessitariam de mais tempo para amadurecerem as suas produções, podendo beneficiar também de uma maior intervenção por parte do professor, ao explicitar claramente os aspetos a melhorar.
This Final Report was carried out within the scope of the Supervised Teaching Practice II Curricular Unit, taught in the 2nd year of the Master's Degree in Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education, of the Lisbon School of Education. The study was developed in a 4th grade class of the 1st Cycle of Basic Education, and the research question was: How does the feedback given by 4th grade students to their peers' textual productions promote the improvement of their own productions? In order to answer this question, the following specific objectives of the case study were defined: (i) to identify the type of errors in textual productions of 4th grade students; (ii) to characterize the feedback given to textual productions of 4th grade students; and (iii) to analyse the textual productions of 4th grade students after the feedback given. Given the defined objectives, the study used a qualitative methodological approach, adopting a case study design. The data collection technique used was limited to the documentary analysis of the texts produced by the students and of the written feedbacks granted to their classmates. Collected data was analysed and interpreted through content analysis of the textual productions and the written records of the feedback granted. The results of the study showed, in some cases, an improvement of the textual productions, so the peer feedback proved to be effective. In cases where no improvement was observed, students would need more time to mature their productions, and could also benefit from a greater intervention from the teacher, by clearly explaining the aspects to be improved.
This Final Report was carried out within the scope of the Supervised Teaching Practice II Curricular Unit, taught in the 2nd year of the Master's Degree in Teaching in the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education, of the Lisbon School of Education. The study was developed in a 4th grade class of the 1st Cycle of Basic Education, and the research question was: How does the feedback given by 4th grade students to their peers' textual productions promote the improvement of their own productions? In order to answer this question, the following specific objectives of the case study were defined: (i) to identify the type of errors in textual productions of 4th grade students; (ii) to characterize the feedback given to textual productions of 4th grade students; and (iii) to analyse the textual productions of 4th grade students after the feedback given. Given the defined objectives, the study used a qualitative methodological approach, adopting a case study design. The data collection technique used was limited to the documentary analysis of the texts produced by the students and of the written feedbacks granted to their classmates. Collected data was analysed and interpreted through content analysis of the textual productions and the written records of the feedback granted. The results of the study showed, in some cases, an improvement of the textual productions, so the peer feedback proved to be effective. In cases where no improvement was observed, students would need more time to mature their productions, and could also benefit from a greater intervention from the teacher, by clearly explaining the aspects to be improved.
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
Avaliação formativa Feedback entre pares Produções textuais 1.º ciclo do ensino básico Formative assessment Peer feedback Textual productions 1st cycle of basic education
Citation
Quintão, M. A. F. (2023). Contributos do feedback entre pares para a melhoria de produções textuais de alunos do 4.º ano (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/16849