| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 12.79 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente relatório insere-se na Unidade Curricular de Prática de Ensino Supervisionada II do Mestrado em Ensino do 1.º Ciclo do Ensino Básico (CEB) e do 2.º CEB de Matemática e Ciências Naturais, dividindo-se em duas partes. Na primeira parte, são descritas duas práticas pedagógicas, uma realizada em duas turmas do 6.º ano de 2.º CEB de um contexto público e outra numa turma do 3.º ano de 1.º CEB de um contexto privado. Na segunda parte, aborda-se a problemática “Como desenvolver o conhecimento do processo científico em alunos do 6.º ano do 2.º CEB através de estratégias de abordagem reflexiva explícita?”, explorando o impacto das estratégias de abordagem reflexiva explícita no desenvolvimento do conhecimento do processo científico dos alunos de 6.º ano.
O estudo procura responder a três questões principais: i) Que conhecimento os alunos detêm relativamente ao processo científico?; ii) Qual o impacto das estratégias de reflexão explícita na evolução do conhecimento dos alunos acerca do processo científico?; iii) De que forma a reflexão potencia o desenvolvimento de competências nos alunos?. Para tal, implementaram-se estratégias de abordagem reflexiva explícita ao longo da intervenção como momentos de discussão e partilha, realização de uma atividade experimental e de atividades de pesquisa autónomas e um questionário preenchido pelos alunos antes e depois da intervenção que permitiu avaliar o impacto dessas estratégias no desenvolvimento do conhecimento do processo científico dos mesmos. Os resultados obtidos indicam que existiu uma evolução do conhecimento do processo científico em alguns parâmetros. Os alunos ficaram com maior consciência de que todas as investigações partem de uma questão investigativa, da importância das conclusões serem consistentes com os dados recolhidos e percecionaram de maneira mais abrangente o que é ser cientista e qual a sua ação. No entanto, a noção do que é uma experiência e de que as explicações são desenvolvidas apartir dos dados recolhidos e do conhecimento prévio foram ideias que não ficaram bem aprofundadas nos alunos. Embora o conhecimento do processo científico não tenha sido desenvolvido em todos os aspetos, aqueles em que foi teve como principal influência a implementação de atividades e estratégias de abordagem reflexiva explícita relacionadas com esses mesmos aspetos.
This report is part of the Curricular Unit Supervised Teaching Practice II of the Master’s Degree in Teaching for the 1st Cycle of Basic Education (CEB) and the 2nd Cycle of Basic Education in Mathematics and Natural Sciences, and it is divided into two parts. The first part describes two pedagogical practices: one carried out in two 6th-grade classes of the 2nd CEB in a public-school context, and the other in a 3rd-grade class of the 1st CEB in a privateschool context. The second part addresses the research question: “How can the understanding of the scientific process be developed in 6th-grade students of the 2nd CEB through explicit reflective approach strategies?”, exploring the impact of such strategies on students’ knowledge development regarding the scientific process. The study aims to answer three main questions: i) What knowledge do students have regarding the scientific process?; ii) What is the impact of explicit reflection strategies on the development of students’ understanding of the scientific process?; iii) In what ways does reflection foster the development of students’ competencies? To this end, explicit reflective approach strategies were implemented throughout the intervention, including moments of discussion and sharing, an experimental activity, autonomous research activities, and a questionnaire applied to students before and after the intervention. This questionnaire made it possible to assess the impact of the strategies on the development of their understanding of the scientific process. The results indicate that there was a progress in students’ knowledge of the scientific process in several areas. Students showed increased awareness that all investigations come from a research question, recognizing the importance of drawing conclusions that are consistent with the data collected, and developed a broader perception of what it means to be a scientist and their role. However, the concepts of what constitutes an experiment and that explanations are developed from collected data and prior knowledge were not fully consolidated among the students. Although not all aspects of scientific process knowledge were developed, those that showed progress were mainly influenced by the implementation of activities and explicit reflective approach strategies related to those specific aspects.
This report is part of the Curricular Unit Supervised Teaching Practice II of the Master’s Degree in Teaching for the 1st Cycle of Basic Education (CEB) and the 2nd Cycle of Basic Education in Mathematics and Natural Sciences, and it is divided into two parts. The first part describes two pedagogical practices: one carried out in two 6th-grade classes of the 2nd CEB in a public-school context, and the other in a 3rd-grade class of the 1st CEB in a privateschool context. The second part addresses the research question: “How can the understanding of the scientific process be developed in 6th-grade students of the 2nd CEB through explicit reflective approach strategies?”, exploring the impact of such strategies on students’ knowledge development regarding the scientific process. The study aims to answer three main questions: i) What knowledge do students have regarding the scientific process?; ii) What is the impact of explicit reflection strategies on the development of students’ understanding of the scientific process?; iii) In what ways does reflection foster the development of students’ competencies? To this end, explicit reflective approach strategies were implemented throughout the intervention, including moments of discussion and sharing, an experimental activity, autonomous research activities, and a questionnaire applied to students before and after the intervention. This questionnaire made it possible to assess the impact of the strategies on the development of their understanding of the scientific process. The results indicate that there was a progress in students’ knowledge of the scientific process in several areas. Students showed increased awareness that all investigations come from a research question, recognizing the importance of drawing conclusions that are consistent with the data collected, and developed a broader perception of what it means to be a scientist and their role. However, the concepts of what constitutes an experiment and that explanations are developed from collected data and prior knowledge were not fully consolidated among the students. Although not all aspects of scientific process knowledge were developed, those that showed progress were mainly influenced by the implementation of activities and explicit reflective approach strategies related to those specific aspects.
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
Processo científico 2.º Ciclo do ensino básico Abordagem reflexiva explícita Reflexão Scientific Process 2nd Cycle of Basic Education Explicit Reflective Approach Reflection
Pedagogical Context
Citation
Ascenso, L. J. (2025). Como desenvolver o conhecimento do processo científico em alunos do 6.º ano do 2.º ciclo do ensino básico através de estratégias de abordagem reflexiva explícita? [Dissertação de mestrado, Escola Superior de Educação de Lisboa, Instituto Politécnico de Lisboa]. Repositório Institucional do Politécnico de Lisboa http://hdl.handle.net/10400.21/22412