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Publication
Oficina de Formação em Cenários Inovadores na Área da Biologia e Geologia, através da utilização de RED – Estudo de Caso
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| 73.57 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A presente dissertação teve como objetivo desenhar, implementar e avaliar uma Oficina de Formação para professores de Biologia e Geologia, através da utilização de
Recursos Educativos Digitais (RED) enquanto promotores de metodologias ativas, com vista à melhoria das aprendizagens dos alunos.
A investigação, de natureza quantitativa e qualitativa, seguiu uma metodologia de estudo de caso, envolvendo uma amostra de 21 formandos, pertencentes aos grupos
de recrutamento 230 e 520. A recolha de dados incluiu questionários, focus grupo, reflexões críticas e observação de aulas, permitindo a análise estatística e de conteúdo.
Os diversos instrumentos utilizados, fundamentados no modelo teórico ICT-TPACKScience
de Kadıoğlu-Akbulut et al. (2020), possibilitaram a triangulação dos resultados obtidos.
Os resultados, além do desenho e da implementação da Oficina de Formação, evidenciaram o sucesso da mesma no desenvolvimento profissional dos docentes, que
manifestaram a intenção de usar mais RED e adotar mais metodologias ativas em sala de aula. Os formandos reconheceram que a utilização de ferramentas digitais resultou
em aprendizagens mais significativas, devido ao aumento da motivação, empenho e
participação ativa dos alunos. Adicionalmente, os discentes desenvolveram competências não só digitais, mas também em áreas como o pensamento crítico, a criatividade, a comunicação, o trabalho colaborativo, a resolução de problemas e o
relacionamento interpessoal.
Este estudo permitiu concluir que as oficinas de formação direcionadas a áreas disciplinares específicas podem ser eficazes na promoção de mudanças positivas nas
práticas pedagógicas, relativas à integração de RED e à utilização de metodologias
ativas em sala de aula, com influência na melhoria das aprendizagens dos alunos. No
entanto, recomenda-se a replicação da Oficina de Formação a outros grupos
disciplinares para verificar a generalização dos resultados, bem como a realização de
estudos comparativos com a capacitação digital de nível 1, 2 e 3 para aferir o modelo
mais eficaz de capacitação digital docente.
The present dissertation aimed to design, implement, and evaluate a Training Workshop for Biology and Geology teachers, using Digital Educational Resources as promoters of active methodologies, to improve student learning The research, both quantitative and qualitative, followed a case study methodology involving a sample of 21 trainees, belonging to recruitment groups 230 and 520. Data collection included questionnaires, focus groups, critical reflections and classroom observations, allowing for statistical and content analysis. The several instruments used, based on the ICT-TPACK-Science theoretical model by Kadıoğlu-Akbulut et al. (2020), enabled the triangulation of the results obtained. The results, beyond the design and implementation of the Training Workshop, highlighted its success in the professional development of teachers, who expressed their intention to use more Digital Educational Resources and adopt more active methodologies in the classroom. The trainees acknowledged that the use of digital tools resulted in more meaningful learning due to increased motivation, engagement, and active participation of students. Additionally, students developed not only digital skills but also competencies in areas such as critical thinking, creativity, communication, collaborative work, problem-solving, and interpersonal relationships. This study concluded that training workshops focused on specific disciplinary areas can be effective in promoting positive changes in pedagogical practices, related to the integration of Digital Educational Resources and the use of active methodologies in the classroom, influencing student learning improvement. However, it is recommended to replicate the Training Workshop with other disciplinary groups to ensure that the generalization of the results, as well as to conduct comparative studies with digital training levels 1, 2, and 3 to assess the most effective model of digital teacher training.
The present dissertation aimed to design, implement, and evaluate a Training Workshop for Biology and Geology teachers, using Digital Educational Resources as promoters of active methodologies, to improve student learning The research, both quantitative and qualitative, followed a case study methodology involving a sample of 21 trainees, belonging to recruitment groups 230 and 520. Data collection included questionnaires, focus groups, critical reflections and classroom observations, allowing for statistical and content analysis. The several instruments used, based on the ICT-TPACK-Science theoretical model by Kadıoğlu-Akbulut et al. (2020), enabled the triangulation of the results obtained. The results, beyond the design and implementation of the Training Workshop, highlighted its success in the professional development of teachers, who expressed their intention to use more Digital Educational Resources and adopt more active methodologies in the classroom. The trainees acknowledged that the use of digital tools resulted in more meaningful learning due to increased motivation, engagement, and active participation of students. Additionally, students developed not only digital skills but also competencies in areas such as critical thinking, creativity, communication, collaborative work, problem-solving, and interpersonal relationships. This study concluded that training workshops focused on specific disciplinary areas can be effective in promoting positive changes in pedagogical practices, related to the integration of Digital Educational Resources and the use of active methodologies in the classroom, influencing student learning improvement. However, it is recommended to replicate the Training Workshop with other disciplinary groups to ensure that the generalization of the results, as well as to conduct comparative studies with digital training levels 1, 2, and 3 to assess the most effective model of digital teacher training.
Description
Keywords
capacitação digital docente integração de RED no ensino da Biologia e Geologia ICT-TPACK-Science teacher digital competence digital education resources integration in Biology and Geology teaching