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Advisor(s)
Abstract(s)
O presente relatório descreve seis meses de estágio em duas escolas e ciclos distintos: 1.º e 2.º CEB. No 1.º ciclo foi-nos atribuída uma turma de 1.º ano. As fragilidades do grupo compreendiam conhecer o alfabeto, os grafemas e a correspondência fonológica; aprender os números até 100 e contagens progressivas e regressivas. Combatemos estas fragilidades com a introdução de poemas para a aprendizagem do grafema em estudo; utilizaram-se ainda materiais didáticos para compreender o sistema numérico e criámos a rotina diária “Número do dia”. No 2.º ciclo, atribuíram-nos uma turma de 5.º ano, onde as fragilidades dos alunos
incidiam na falta de vocabulário específico (tanto em Português como em História e Geografia de Portugal), interpretação dos textos, recolha de informação essencial e secundária e coerência verbal. Para combater estas fragilidades, recorremos ao dicionário (procura de definições para conceitos linguísticos e histórico-geográficos), a diversos tipos de texto para análise, criámos mapas conceptuais e produzimos textos
coletivamente. O relatório abrange também um estudo exploratório, que teve lugar num Agrupamento de escolas em Lisboa. O estudo teve como ponto de partida a observação dos contextos durante o estágio e o nosso interesse em procurar responder às seguintes questões: – Que sentimentos e emoções experimentam os alunos perante os diferentes momentos de avaliação que ocorrem na aula? – Terão estes sentimentos e emoções relação com a avaliação do desempenho académico dos alunos? Assim, para conhecer o tipo de emoções e sentimentos que os alunos do 1.º CEB experienciam durante a avaliação das aprendizagens, optámos por utilizar o inquérito por questionário a uma amostra de 105 alunos. Os resultados do estudo evidenciam que: 1) a maioria experimenta sentimentos e emoções negativas durante a avaliação das suas
aprendizagens e 2) descobrimos que esses sentimentos e emoções negativas podem ser de dois tipos: insegurança no conhecimento e ansiedade social.
ABSTRACT This report describes a six-month internship in two different schools and cycles: 1st and 2nd cycle of EB. In the 1st cycle, we were assigned a 1st year class. The group's weaknesses included knowing the alphabet, graphemes and phonological correspondence; learn numbers up to 100 and (progressive and backwards) counting. We combat these weaknesses with the introduction of poems for learning the grapheme under study; didactic materials were also used to understand the numerical system and we created the daily routine “Number of the day”. In the 2nd cycle, we were assigned a 5th year class, where the weaknesses of the students resulted from lack of specific vocabulary (both in Portuguese and in History and Geography), in the interpretation of texts, collection of essential and secondary information and verbal coherence. We use the dictionary (search for definitions for many linguistic and historical-geographic concepts), various types of text for analysis, conceptual maps and the collective construction of texts. The report also covers an exploratory study, which took place in a group of schools in Lisbon. The study had as its starting point the observation of contexts during the internship and the interest in trying to answer the following questions: - What feelings and emotions do students experience in the different moments of assessment that occur in class? - Will these feelings and emotions be related to the evaluation of students' academic performance? Thus, in order to know the type of emotions and feelings that 1st CEB students experience during the assessment of learning, we chose to apply the questionnaire survey to a sample of 105 students. The results of the study shows that: 1) most experience negative feelings and emotions during the assessment of their learning and 2) we found out that this negative feelings and emotions can be from two types: knowledge insecurity and social anxiety.
ABSTRACT This report describes a six-month internship in two different schools and cycles: 1st and 2nd cycle of EB. In the 1st cycle, we were assigned a 1st year class. The group's weaknesses included knowing the alphabet, graphemes and phonological correspondence; learn numbers up to 100 and (progressive and backwards) counting. We combat these weaknesses with the introduction of poems for learning the grapheme under study; didactic materials were also used to understand the numerical system and we created the daily routine “Number of the day”. In the 2nd cycle, we were assigned a 5th year class, where the weaknesses of the students resulted from lack of specific vocabulary (both in Portuguese and in History and Geography), in the interpretation of texts, collection of essential and secondary information and verbal coherence. We use the dictionary (search for definitions for many linguistic and historical-geographic concepts), various types of text for analysis, conceptual maps and the collective construction of texts. The report also covers an exploratory study, which took place in a group of schools in Lisbon. The study had as its starting point the observation of contexts during the internship and the interest in trying to answer the following questions: - What feelings and emotions do students experience in the different moments of assessment that occur in class? - Will these feelings and emotions be related to the evaluation of students' academic performance? Thus, in order to know the type of emotions and feelings that 1st CEB students experience during the assessment of learning, we chose to apply the questionnaire survey to a sample of 105 students. The results of the study shows that: 1) most experience negative feelings and emotions during the assessment of their learning and 2) we found out that this negative feelings and emotions can be from two types: knowledge insecurity and social anxiety.
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 Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico
Keywords
Avaliação formativa Emoções Sentimentos 1º ciclo ensino básico 2º CEB Alunos Avaliação escolar Avaliação diagnóstica Avaliação sumativa 1st cycle of basic education 2nd cycle of basic education Students Educational evaluation Diagnostic assessment Formative assessment Summative assessment Feelings Emotions
Citation
Jacobetty, A. M. P. (2021). Sentimentos e emoções de alunos do 1.º CEB perante a avaliação das aprendizagens (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15575