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De que forma aplicar estratégias de ensino exploratório poderá potenciar a construção de conhecimento numa turma de alunos do 1º ciclo do ensino básico?
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Abstract(s)
O Ensino Exploratório assenta na premissa de que os alunos constroem o seu conhecimento através do envolvimento ativo, autónomo e intelectualmente exigente em tarefas significativas, que fazem emergir a necessidade de compreender ideias e conceitos, posteriormente aprofundados em momentos de sistematização coletiva. Este processo potencia o desenvolvimento de competências fundamentais como o raciocínio, a resolução de problemas, a comunicação e a autorregulação (Canavarro, 2011). A presente investigação, desenvolvida no âmbito da unidade curricular de Prática de Ensino Supervisionada II, teve lugar numa turma do 2.º ano do 1.º Ciclo do Ensino Básico e procurou analisar de que forma a implementação de estratégias de Ensino exploratório potencia a construção do conhecimento por parte dos alunos. Para tal, foram definidos três objetivos específicos: (i) identificar as metodologias e estratégias exploratórias mobilizadas em sala de aula; (ii) analisar as perceções e experiências dos alunos relativamente ao processo de aprendizagem exploratória; e (iii) compreender as conceções das docentes cooperantes sobre o impacto desta abordagem nas aprendizagens. Inserida no paradigma fenomenológico-interpretativo, a investigação seguiu uma abordagem qualitativa e mobilizou-se dimensões de um estudo de caso instrumental como desenho metodológico. As técnicas de recolha de dados incluíram a observação direta participante, análise documental, análise de conteúdo das produções dos alunos, realização de entrevistas semiestruturadas e aplicação de um questionário. A triangulação destas técnicas permitiu consolidar a robustez da análise, assegurando uma compreensão aprofundada e contextualizada dos fenómenos observados. Os resultados evidenciam que o Ensino Exploratório, quando intencionalmente planificado e mediado pedagogicamente, favorece o envolvimento cognitivo e emocional dos alunos, promovendo aprendizagens mais profundas, significativas e duradouras. Os alunos valorizam a possibilidade de experimentar, formular hipóteses, aprender com os erros e com os pares, enquanto as docentes reconhecem o papel estruturante desta abordagem na construção do conhecimento, embora identifiquem desafios associados à sua implementação sistemática.
Exploratory teaching is based on the premise that students build knowledge through active, autonomous, and intellectually demanding engagement in meaningful tasks, which give rise to the need to understand ideas and concepts that are later deepened through collective systematization. This process fosters the development of key competences such as reasoning, problem solving, communication, and self-regulation (Canavarro, 2011). This study, conducted within the framework of the curricular unit Supervised Teaching Practice II, was developed with a 2nd-year class of the 1st Cycle of Basic Education and aimed to analyse how the implementation of exploratory teaching strategies enhances students’ knowledge construction. To this end, three specific objectives were defined: (i) to identify the exploratory methodologies and strategies used in the classroom; (ii) to analyse students’ perceptions and experiences regarding exploratory learning processes; and (iii) to understand cooperating teachers’ conceptions about the impact of this approach on students’ learning. Framed within the phenomenological-interpretative paradigm, the research adopted a qualitative approach and incorporated dimensions of an instrumental case study as its methodological design. The data collection techniques included participant direct observation, document analysis, content analysis of students’ productions, semi-structured interviews, and the administration of a questionnaire. The triangulation of these techniques contributed to strengthening the robustness of the analysis, ensuring a deep and contextualized understanding of the phenomena under study. The findings reveal that exploratory teaching, when intentionally planned and pedagogically mediated, promotes students’ cognitive and emotional engagement, enabling deeper, more meaningful and lasting learning. Students valued the opportunity to experiment, formulate hypotheses, learn from mistakes and collaborate with peers, while teachers recognised the structuring role of this approach in knowledge construction, despite acknowledging challenges in its systematic implementation.
Exploratory teaching is based on the premise that students build knowledge through active, autonomous, and intellectually demanding engagement in meaningful tasks, which give rise to the need to understand ideas and concepts that are later deepened through collective systematization. This process fosters the development of key competences such as reasoning, problem solving, communication, and self-regulation (Canavarro, 2011). This study, conducted within the framework of the curricular unit Supervised Teaching Practice II, was developed with a 2nd-year class of the 1st Cycle of Basic Education and aimed to analyse how the implementation of exploratory teaching strategies enhances students’ knowledge construction. To this end, three specific objectives were defined: (i) to identify the exploratory methodologies and strategies used in the classroom; (ii) to analyse students’ perceptions and experiences regarding exploratory learning processes; and (iii) to understand cooperating teachers’ conceptions about the impact of this approach on students’ learning. Framed within the phenomenological-interpretative paradigm, the research adopted a qualitative approach and incorporated dimensions of an instrumental case study as its methodological design. The data collection techniques included participant direct observation, document analysis, content analysis of students’ productions, semi-structured interviews, and the administration of a questionnaire. The triangulation of these techniques contributed to strengthening the robustness of the analysis, ensuring a deep and contextualized understanding of the phenomena under study. The findings reveal that exploratory teaching, when intentionally planned and pedagogically mediated, promotes students’ cognitive and emotional engagement, enabling deeper, more meaningful and lasting learning. Students valued the opportunity to experiment, formulate hypotheses, learn from mistakes and collaborate with peers, while teachers recognised the structuring role of this approach in knowledge construction, despite acknowledging challenges in its systematic implementation.
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
Aprendizagem Ativa Ensino Exploratório Construção do conhecimento 1.º Ciclo do Ensino Básico. Exploratory teaching Knowledge construction Data collection techniques Triangulation