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O desempenho dos alunos do 2º ciclo em Inquiry Learning Spaces interdisciplinares de Matemática e Ciências Naturais
| Name: | Description: | Size: | Format: | |
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| 5.09 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
Este relatório de estágio divide-se em duas partes, o percurso da prática de
ensino supervisionada e a investigação sobre a prática docente. Nesta segunda parte
explorou-se o desempenho dos alunos do 6º ano do 2º Ciclo do Ensino básico em
atividades interdisciplinares de Matemática e Ciências Naturais desenvolvidas tendo por
base a abordagem Inquiry Based Learning. Este estudo foi realizado no contexto de
estágio supervisionado. A metodologia do IBL foi explorada através de Inquiry Learning
Spaces (ILS) desenvolvidos na plataforma digital Graasp®.
A metodologia utilizada foi o estudo de caso. Recolheram-se dados qualitativos
e a dados quantitativos para dar resposta às questões de investigação.
Concluiu-se que os alunos se sentiram motivados com o uso de tecnologias de
informação e simuladores. Os temas abordados despertaram o interesse dos alunos e
a maioria apreciou a forma como as questões foram organizadas nas duas
investigações que lhes foram propostas nos ILS (ILS1 e ILS2). Na primeira investigação
a maioria dos alunos demonstrou desenvolvimento das suas conceções iniciais, após a
realização das atividades propostas no ILS1. Contudo, a maioria dos alunos não
demonstrou um desenvolvimento significativo das suas conceções iniciais, após a
realização das atividades propostas no ILS2. Conclui-se, assim, que os ILS
interdisciplinares são uma boa forma de apresentar tarefas a realizar numa investigação
proposta aos alunos, mas o seu efeito na aprendizagem é variável.
This internship report is divided into two parts: the supervised teaching practice and the research on teaching practice. In this second part, the performance of 6th-grade students in the 2nd Cycle of Basic Education in interdisciplinary activities of Mathematics and Natural Sciences was explored, based on the Inquiry-Based Learning approach. This study was conducted in the context of supervised teaching practice. The IBL methodology was explored through Inquiry Learning Spaces (ILS) developed on the Graasp® platform. The methodology used was a case study. Qualitative and quantitative data were collected, using questionnaires and interviews, to answer the research questions. It was concluded that students felt motivated with the use of digital technologies, especially the ILS. The topics addressed aroused the interest of the students, and the majority appreciated the questions organization and the two investigations proposed to them in the ILS (ILS1 and ILS2). In the first investigation, the majority of students demonstrated the development of their initial conceptions after completing the activities proposed in ILS1. However, the majority of students did not show significant development of their initial conceptions after completing the activities proposed in ILS2. It is concluded, therefore, that interdisciplinary ILS are a good way of presenting tasks to be carried out in a proposed investigation to students, but their effect on learning varies.
This internship report is divided into two parts: the supervised teaching practice and the research on teaching practice. In this second part, the performance of 6th-grade students in the 2nd Cycle of Basic Education in interdisciplinary activities of Mathematics and Natural Sciences was explored, based on the Inquiry-Based Learning approach. This study was conducted in the context of supervised teaching practice. The IBL methodology was explored through Inquiry Learning Spaces (ILS) developed on the Graasp® platform. The methodology used was a case study. Qualitative and quantitative data were collected, using questionnaires and interviews, to answer the research questions. It was concluded that students felt motivated with the use of digital technologies, especially the ILS. The topics addressed aroused the interest of the students, and the majority appreciated the questions organization and the two investigations proposed to them in the ILS (ILS1 and ILS2). In the first investigation, the majority of students demonstrated the development of their initial conceptions after completing the activities proposed in ILS1. However, the majority of students did not show significant development of their initial conceptions after completing the activities proposed in ILS2. It is concluded, therefore, that interdisciplinary ILS are a good way of presenting tasks to be carried out in a proposed investigation to students, but their effect on learning varies.
Description
Mestrado em Ensino do 1º ciclo e de Matemática e Ciências da Naturais no 2º ciclo do Ensino Básico
Keywords
ciências naturais inquiry- based learning inquiry learning spaces interdisciplinaridade matemática mathematics natural sciences inquiry-based learning inquiry learning spaces interdisciplinarity