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Abstract(s)
O presente relatório é constituído por duas partes. A primeira corresponde à Prática de Ensino Supervisionada desenvolvida no 1.º e no 2.º ciclo do ensino básico; a segunda parte apresenta o estudo realizado no período de intervenção no 2.º ciclo. Para ambas as intervenções apresenta-se a caracterização do contexto, bem como as questões-problema que guiaram o plano de intervenção idealizado e sua avaliação. É apresentada também uma comparação da prática ocorrida nos dois contextos, dando-se destaque às diferenças encontradas no teor das relações pedagógicas existentes em cada um. A investigação, apresentada na Parte II, foi realizada numa turma de 17 alunos do 5.º ano de escolaridade. Teve como objetivos gerais: (i) Identificar as conceções que os alunos têm acerca da perigosidade de alguns animais pertencentes à fauna portuguesa; (ii) Compreender que fatores comportamentais, morfológicos ou fisiológicos dos animais os alunos consideram relevantes para justificar a perigosidade, de algumas espécies de animais da fauna portuguesa; e (iii) Desconstruir conceções menos corretas acerca da perigosidade de alguns desses animais. O estudo tem uma natureza quantitativa com recurso a um inquérito por questionário para a recolha de dados sobre as conceções dos alunos acerca da perigosidade de alguns animais, administrado no início e após a intervenção educativa delineada para abordar o tema. O propósito da intervenção teve características de investigação-ação e visou desconstruir algumas das conceções erradas detetadas. Como resultado do estudo verificou-se que os alunos revelaram algumas conceções erradas sobre a perigosidade de alguns dos animais, como no caso do lobo-ibérico e do tubarão-azul por os considerarem uma ameaça aos seres humanos; já o peixe-aranha ou o mosquito foram considerados muito pouco perigosos. De modo geral, os argumentos que utilizaram para justificar a perigosidade dos animais basearam-se nas consequências da interação dos seres humanos com os animais. Após a intervenção e decorrente da comparação dos resultados obtidos no questionário administrado nos dois momentos, os alunos apenas alteraram significativamente a sua opinião relativamente ao peixe-aranha, passando a considerá-lo mais perigoso.
This final report consists of two parts. The first corresponds to the Supervised Teaching Practice, revealing two internship moments: one in the 1st cycle of primary education and the other in the 2nd cycle of primary education. The second part presents the study carried out during the intervention period in the 2nd cycle. For the moments of intervention, the characterization of the context is presented, as well as the problem-questions that guided the intervention and evaluation plan. A comparison between the two contexts is also presented, highlighting the differences between the pedagogical relationships in both contexts. The study, presented in Part II, was carried out in a class of 17 students in the 5th grade. It had the following general objectives: (i) to identify students’ conceptions of the dangerousness of some animals belonging to the Portuguese fauna; (ii) to understand which behavioral, morphological or physiological factors students consider more relevant to justify the dangerousness of some species of animals of the Portuguese fauna; and (iii) to deconstruct less correct conceptions about the dangerousness of some of these animals. The study used a quantitative approached and a survey to collect data on students' conceptions about the dangerousness of some animals was designed. The questionnaire was administered before and after an educational intervention designed to address the topic. In terms of this intervention, an action-research methodology was used during the practice and aimed to deconstruct some of the misconceptions detected. As a result of the study, it was found that the students revealed some misconceptions about the dangerousness of some animals, as it was the case of the Iberian wolf and the blue shark, since they considered that they deliberately attack humans; on the contrary, the spider fish and the mosquito were considered harmless. In general, the arguments used to justify the dangerousness of the animals were based on the consequences of human interaction with them. The results obtained in the questionnaire were very similar in both moments, since the students only changed significantly their opinion regarding the spider fish, which was considered more dangerous after the intervention.
This final report consists of two parts. The first corresponds to the Supervised Teaching Practice, revealing two internship moments: one in the 1st cycle of primary education and the other in the 2nd cycle of primary education. The second part presents the study carried out during the intervention period in the 2nd cycle. For the moments of intervention, the characterization of the context is presented, as well as the problem-questions that guided the intervention and evaluation plan. A comparison between the two contexts is also presented, highlighting the differences between the pedagogical relationships in both contexts. The study, presented in Part II, was carried out in a class of 17 students in the 5th grade. It had the following general objectives: (i) to identify students’ conceptions of the dangerousness of some animals belonging to the Portuguese fauna; (ii) to understand which behavioral, morphological or physiological factors students consider more relevant to justify the dangerousness of some species of animals of the Portuguese fauna; and (iii) to deconstruct less correct conceptions about the dangerousness of some of these animals. The study used a quantitative approached and a survey to collect data on students' conceptions about the dangerousness of some animals was designed. The questionnaire was administered before and after an educational intervention designed to address the topic. In terms of this intervention, an action-research methodology was used during the practice and aimed to deconstruct some of the misconceptions detected. As a result of the study, it was found that the students revealed some misconceptions about the dangerousness of some animals, as it was the case of the Iberian wolf and the blue shark, since they considered that they deliberately attack humans; on the contrary, the spider fish and the mosquito were considered harmless. In general, the arguments used to justify the dangerousness of the animals were based on the consequences of human interaction with them. The results obtained in the questionnaire were very similar in both moments, since the students only changed significantly their opinion regarding the spider fish, which was considered more dangerous after the intervention.
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
Perceção do perigo dos animais 2.º Ciclo do Ensino Básico Mudança conceptual Dangerousness of animals 2nd cycle of schooling Conceptual change
Citation
Milheiro, A. M. N. (2022). Conceções de alunos do 5.º ano acerca da perigosidade dos animais: da sua identificação a uma compreensão mais correta (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/15688