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Publication
Perspetivas de Futuros Professores do 1.º Ciclo sobre a Educação STEAM
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| 1.38 MB | Adobe PDF |
Advisor(s)
Abstract(s)
A necessidade de estimular os jovens a prosseguir carreiras em áreas STEM, para fazer face a importantes
desafios da nossa sociedade, tem conduzido a um crescente interesse por abordagens educativas que
contemplem a articulação entre estas áreas. Contudo, a operacionalização desta abordagem integradora
nas escolas apresenta inúmeras dificuldades, a começar pela falta de preparação dos professores. Neste
sentido, procurou-se analisar as perspetivas dos futuros professores do 1.º Ciclo do Ensino Básico acerca
das potencialidades da abordagem pedagógica integradora das STEAM. Para o efeito, foram analisadas as
produções dos 29 participantes e a transcrição de uma entrevista de grupo focado, após terem tido a
oportunidade de explorar os pressupostos teóricos do modelo iSTEM e de realizar uma atividade STEAM no
decorrer de uma unidade curricular de didática. Os resultados revelaram vantagens na integração das
disciplinas STEM segundo os professores em formação; e a sua confiança para planear e implementar
atividades STEAM. A abordagem permite o desenvolvimento das áreas curriculares envolvidas, mas
também do conhecimento pedagógico associado a cada uma das áreas envolvidas, concretamente, no que
diz respeito à capacidade de promover a interdisciplinaridade e o trabalho colaborativo. São identificadas
potencialidades associadas à aprendizagem dos alunos nomeadamente, o facto de possibilitar
aprendizagens mais significativas e um papel mais ativo do aluno, e uma maior motivação para a
aprendizagem.
The need to encourage young people to pursue careers in STEM areas to face important challenges in our society, has led to a growing interest in educational approaches that include the integration of these disciplines. However, STEM education presents numerous challenges in its operationalization in schools, to begin with the diversity of understandings about the concept and the lack of preparation of teachers. This qualitative study analyzed the participants' productions and the transcription of a focus group interview, with the purpose of describing the perspectives of 29 future primary pre-service teachers regarding a STEAM integration approach, after exploring the theoretical assumptions of the iSTEM model, and to carry out a STEAM activity during teacher education. The results revealed advantages in the integration of STEM disciplines according to the pre-service teachers; and their confidence to plan and implement STEAM activities. The approach promotes the development of the curricular areas involved, but also the development of pedagogical knowledge associated with each of the areas involved, specifically, about the ability to promote interdisciplinarity and collaborative work. Potentialities associated with student learning are identified, namely, the fact of enabling more meaningful learning and a more active role of the student, and a greater motivation for learning.
The need to encourage young people to pursue careers in STEM areas to face important challenges in our society, has led to a growing interest in educational approaches that include the integration of these disciplines. However, STEM education presents numerous challenges in its operationalization in schools, to begin with the diversity of understandings about the concept and the lack of preparation of teachers. This qualitative study analyzed the participants' productions and the transcription of a focus group interview, with the purpose of describing the perspectives of 29 future primary pre-service teachers regarding a STEAM integration approach, after exploring the theoretical assumptions of the iSTEM model, and to carry out a STEAM activity during teacher education. The results revealed advantages in the integration of STEM disciplines according to the pre-service teachers; and their confidence to plan and implement STEAM activities. The approach promotes the development of the curricular areas involved, but also the development of pedagogical knowledge associated with each of the areas involved, specifically, about the ability to promote interdisciplinarity and collaborative work. Potentialities associated with student learning are identified, namely, the fact of enabling more meaningful learning and a more active role of the student, and a greater motivation for learning.
Description
Keywords
1.º Ciclo do Ensino Básico abordagem integradora educação STEAM formação de professores Integrated approach primary education STEAM education teacher education
Citation
Correia, M., & Martins, M. C. (2023). Perspetivas de Futuros Professores do 1.º Ciclo sobre a Educação STEAM. Uma Experiência Didática na Formação Inicial. In A. Loureiro, D. Rocha, I. Messias, N. Oliveira, & R. Lopes (Eds.). Book of Proceedings 2nd International Congress on 21st Century Literacies (pp. 17-35). Instituto Politécnico de Santarém. ISBN: 978-989-53919-3-6.
Publisher
Instituto Politécnico de Santarém