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Educação financeira no 4.º ano do Ensino Básico através de um jogo com recurso à robótica
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 6.3 MB | Adobe PDF |
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Abstract(s)
Este projeto analisa a utilização do robô DOC da Clementoni para introdução dos conteúdos de educação financeira, numa turma do 4.º ano de escolaridade, através de um jogo. Para que essa aprendizagem acontecesse, os alunos tiveram que, durante oito sessões, programar o robô DOC num tapete preparado para o efeito e com utilização de cartas e moedas produzidas a pensar nos conteúdos de educação financeira. Este projeto envolveu os 25 alunos da turma cuja investigadora era professora titular, numa escola do 1.º CEB do concelho de Lisboa. Para tal, adotou-se a metodologia de estudo de caso, envolvendo os alunos e a professora titular de turma/investigadora como participantes centrais. Os instrumentos de recolha de dados foram a observação, o diário de bordo e a recolha documental de registos produzidos pelos alunos. Os resultados da implementação do jogo revelaram uma melhoria significativa na compreensão dos alunos sobre esta área, bem como um aumento da consciência sobre a importância da literacia financeira nas suas vidas. Além disso, proporcionou aos alunos a oportunidade de desenvolverem capacidades e competências matemáticas fundamentais que são cruciais para a aquisição de conhecimentos relativos à literacia financeira e ao domínio do robô DOC®.
This project analyses the use of Clementoni's robot DOC to introduce financial education content in a primary school class (9–10 years old), through a game. For this learning to happen, the students had to, during eight sessions, program a robot DOC on a subject prepared for this purpose and using cards and coins produced with financial education content in mind. This project involved 25 students in the class whose researcher was the main teacher, at an elementary school in Lisbon. To this end, the case study methodology was adopted, involving the students and the head teacher/researcher as the central participants. The instruments used to collect the data were observation, journal and documentary records produced by the students. Results of the implementation of the game revealed a significant improvement in the students' understanding of this area, as well as an increased awareness of the importance of financial literacy in their lives. In addition, it gave students the opportunity to develop fundamental mathematical skills and competences that are crucial for acquiring knowledge of financial literacy and mastering the DOC® robot.
This project analyses the use of Clementoni's robot DOC to introduce financial education content in a primary school class (9–10 years old), through a game. For this learning to happen, the students had to, during eight sessions, program a robot DOC on a subject prepared for this purpose and using cards and coins produced with financial education content in mind. This project involved 25 students in the class whose researcher was the main teacher, at an elementary school in Lisbon. To this end, the case study methodology was adopted, involving the students and the head teacher/researcher as the central participants. The instruments used to collect the data were observation, journal and documentary records produced by the students. Results of the implementation of the game revealed a significant improvement in the students' understanding of this area, as well as an increased awareness of the importance of financial literacy in their lives. In addition, it gave students the opportunity to develop fundamental mathematical skills and competences that are crucial for acquiring knowledge of financial literacy and mastering the DOC® robot.
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Keywords
aprendizagem pelo jogo educação financeira estudo de caso robótica educativa case study educational robotics financial education game-based learning