| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.61 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente relatório final encontra-se integrado no âmbito da Unidade Curricular de Prática de Ensino Supervisionada II, inserida no Mestrado em Ensino do 1.º Ciclo do Ensino (CEB) Básico e de Matemática e Ciências Naturais no 2.º CEB. Ao longo deste trabalho, são descritas as práticas pedagógicas desenvolvidas em dois contextos distintos: (i) no 1.º CEB, tendo este sido realizado numa instituição de ensino público, localizado em Lisboa, numa turma de 4.º ano; e (ii) no 2.º CEB, numa instituição de ensino público, no concelho da Amadora, em duas turmas de 5.º ano. O relatório integra, ainda, uma investigação educativa que procura responder às seguintes questões de investigação: (i) Como é que a implementação de um jogo didático sobre a Atmosfera influencia a motivação extrínseca e intrínseca dos alunos; (ii) Quais as perspetivas dos alunos relativamente ao recurso a jogos didáticos no processo de ensino-aprendizagem; (iii) Quais os desafios que a implementação de um jogo didático oferece (na ótica do professor e dos alunos). Com o intuito de desenvolver o estudo, foram aplicados dois questionários (um inicial e outro final) e implementado um jogo didático único que possibilitasse o desenvolvimento da motivação dos alunos. Os resultados obtidos aquando da investigação educativa realizada permitiram, então, concluir que a gamificação tem uma influência clara no desenvolvimento da motivação dos alunos para o seu envolvimento no processo de ensino-aprendizagem, sendo sempre necessário adequar os elementos do jogo ao contexto específico.
This final report is integrated within the scope of the Curricular Unit of Supervised Teaching Practice II, included in the Master's Degree in Teaching in the 1st Cycle of Basic Education (CBE) and Mathematics and Natural Sciences in the 2nd CBE. Throughout this work, the pedagogical practices developed in two different contexts are described: (I) in the 1st CBE, which was carried out in a public education institution, located in Lisbon, in a 4th year class; and (ii) in the 2nd CBE, in a public education institution, in the municipality of Amadora, in two 5th year classes. The report also includes an educational investigation that seeks to answer the following research questions: (i) How does the implementation of a didactic game about the Atmosphere influence the extrinsic and intrinsic motivation of students; (ii) What are the students’ perspectives regarding the use of didactic games in the teaching-learning process; (iii) What are the challenges that the implementation of a didactic game offers (from the perspective of the teacher and students). In order to develop the study, two questionnaires were administered (one initial and one final) and a unique didactic game was implemented to enable the development of students' motivation. The results obtained during the educational research carried out allowed us to conclude that gamification has a clear influence on the development of students' motivation for their involvement in the teaching-learning process, with it always being necessary to adapt the elements of the game to the specific context.
This final report is integrated within the scope of the Curricular Unit of Supervised Teaching Practice II, included in the Master's Degree in Teaching in the 1st Cycle of Basic Education (CBE) and Mathematics and Natural Sciences in the 2nd CBE. Throughout this work, the pedagogical practices developed in two different contexts are described: (I) in the 1st CBE, which was carried out in a public education institution, located in Lisbon, in a 4th year class; and (ii) in the 2nd CBE, in a public education institution, in the municipality of Amadora, in two 5th year classes. The report also includes an educational investigation that seeks to answer the following research questions: (i) How does the implementation of a didactic game about the Atmosphere influence the extrinsic and intrinsic motivation of students; (ii) What are the students’ perspectives regarding the use of didactic games in the teaching-learning process; (iii) What are the challenges that the implementation of a didactic game offers (from the perspective of the teacher and students). In order to develop the study, two questionnaires were administered (one initial and one final) and a unique didactic game was implemented to enable the development of students' motivation. The results obtained during the educational research carried out allowed us to conclude that gamification has a clear influence on the development of students' motivation for their involvement in the teaching-learning process, with it always being necessary to adapt the elements of the game to the specific context.
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
Gamificação Jogo didático Motivação 2.º ciclo do ensino básico Gamification Didactic game Motivation 2nd cycle of basic education
Citation
Miranda, F. A. P. (2024). Promoção do desenvolvimento da motivação através da gamificação em alunos do 2.º CEB (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/18042