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Abstract(s)
O presente relatório final emerge no âmbito da Unidade Curricular de Prática de Ensino Supervisionada II, pertencente ao último semestre do Mestrado 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 da Escola Superior de Educação de Lisboa, que contempla, para além da concretização de dois momentos de intervenção, um no 1.º e outro no 2.º CEB, a
concretização de um estudo na ótica de prática investigativa. O estudo abordado no presente documento decorre da problemática A compreensão do texto instrucional aliada à concretização de atividades práticas em
diferentes áreas disciplinares contribui para o desenvolvimento de competências de produção escrita, a partir da qual se formalizaram três objetivos gerais: i) Analisar a relação entre a compreensão do texto instrucional e o sucesso na concretização nas atividades práticas; ii) Compreender a perceção dos alunos sobre a evolução nas aprendizagens do género textual receita a partir do recurso ao RED; iii) Avaliar o contributo das atividades de exploração do texto instrucional na melhoria das produções textuais de receitas. Para a concretização do estudo, recorreu-se a uma metodologia mista, articulando a análise quantitativa e qualitativa. A primeira foi mobilizada durante o processo de análise estatística descritiva dos dados recolhidos através do guião de compreensão e questionário aplicados, por outro lado, recorreu-se à análise de conteúdo das Notas de Campo e da última pergunta do questionário aplicado. Com os resultados obtidos é possível reconhecer i) a relação entre a compreensão e a realização, com sucesso, de atividades, nomeadamente as de cariz prático; ii) a
abordagem do currículo através dos Recursos Educativos Digitais traduz-se em benefícios, no que concerne à motivação e, por conseguinte, ao acesso às aprendizagens, na perspetiva dos alunos e, iii) o ensino da língua através da exploração focalizada em géneros textuais promove o domínio de competências de escrita no âmbito do texto estudado.
The present final report emerges within the scope of the Supervised Teaching Practice II curricular unit, inserted in the last semester of the Master's degree in Teaching for the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal for the 2nd Cycle of Basic Education at the Higher School of Education in Lisbon. This course involves the implementation of two intervention phases, one in the 1st Cycle and another in the 2nd Cycle of Basic Education, aiming to conduct a study from an investigative practice perspective. The study addressed in this document is centered on the issue of how the comprehension of instructional texts for carrying out practical activities from different subject areas contributes to the development of written production skills. From this, three general objectives were formalized: i) To analyze the relationship between the comprehension of instructional texts and success in carrying out practical activities; ii) To comprehend students' perceptions regarding the evolution of their learning in the recipe text genre using the Digital Educational Resources; iii) To evaluate the contribution of instructional text exploration activities to the improvement of recipe text production. To conduct the study, a mixed methodology was employed, combining quantitative and qualitative analysis. The first one was utilized during the process of descriptive statistical analysis of the data collected through the comprehension guide and applied questionnaire. Conversely, content analysis was applied to the Field Notes and to the last question of the administered questionnaire, with categories being defined post hoc. The results obtained allow us to recognize i) the maintained correlation between comprehension and successful completion of activities, particularly practical ones; ii) the curriculum approach through Digital Educational Resources translates into benefits regarding motivation and, consequently, access to learning from the students perspective; and iii) the teaching of the language through focused exploration of textual genres promotes the mastery of writing skills within the studied text genre.
The present final report emerges within the scope of the Supervised Teaching Practice II curricular unit, inserted in the last semester of the Master's degree in Teaching for the 1st Cycle of Basic Education and Portuguese and History and Geography of Portugal for the 2nd Cycle of Basic Education at the Higher School of Education in Lisbon. This course involves the implementation of two intervention phases, one in the 1st Cycle and another in the 2nd Cycle of Basic Education, aiming to conduct a study from an investigative practice perspective. The study addressed in this document is centered on the issue of how the comprehension of instructional texts for carrying out practical activities from different subject areas contributes to the development of written production skills. From this, three general objectives were formalized: i) To analyze the relationship between the comprehension of instructional texts and success in carrying out practical activities; ii) To comprehend students' perceptions regarding the evolution of their learning in the recipe text genre using the Digital Educational Resources; iii) To evaluate the contribution of instructional text exploration activities to the improvement of recipe text production. To conduct the study, a mixed methodology was employed, combining quantitative and qualitative analysis. The first one was utilized during the process of descriptive statistical analysis of the data collected through the comprehension guide and applied questionnaire. Conversely, content analysis was applied to the Field Notes and to the last question of the administered questionnaire, with categories being defined post hoc. The results obtained allow us to recognize i) the maintained correlation between comprehension and successful completion of activities, particularly practical ones; ii) the curriculum approach through Digital Educational Resources translates into benefits regarding motivation and, consequently, access to learning from the students perspective; and iii) the teaching of the language through focused exploration of textual genres promotes the mastery of writing skills within the studied text genre.
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
Compreensão de leitura Texto instrucional Atividades interativas Integração curricular Competência de escrita Reading comprehension Instructional text Interactive activities Curricular integration Writing skills
Citation
Pereira, D. N. (2024). O texto instrucional e o sucesso em atividades práticas de diferentes áreas disciplinares: da compreensão à produção escrita (Dissertação de mestrado não publicada). Instituto Politécnico de Lisboa, Escola Superior de Educação, Lisboa Disponível em: http://hdl.handle.net/10400.21/18038