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O contributo de cenários de aprendizagem interdisciplinares entre a matemática e as ciências naturais para a mobilização de competências de raciocínio e de resolução de problemas nos alunos do 2.º ciclo
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Abstract(s)
Este trabalho apresenta o contributo dos cenários de aprendizagem entre a
Matemática e as Ciências Naturais para a mobilização de competências de raciocínio e de
resolução de problemas nos alunos do 2.º ciclo, tendo sido realizado no âmbito do Mestrado
em Recursos Digitais em Educativos.
Os cenários de aprendizagem interdisciplinares, a integração curricular, as
metodologias ativas, e o raciocínio e a resolução de problemas, enquanto áreas de
competências do perfil dos alunos, são assuntos explorados no trabalho. A metodologia
consiste numa abordagem qualitativa através de um estudo de caso. Foram construídos e
aplicados dois cenários de aprendizagem entre a Matemática e as Ciências Naturais para
promover a mobilização de competências de raciocínio e de resolução de problemas nos
alunos do 2.º ciclo. Posteriormente foram aplicados instrumentos de avaliação às turmas nas
quais se aplicou os cenários de aprendizagem e às turmas de controlo. De seguida analisou-
-se o desempenho das turmas de 2.º ciclo. Os resultados mostram que nas questões de
articulação entre a matemática e as ciências naturais, em que era necessário a mobilização
de competências de resolução de problemas e raciocínio, as turmas de controlo de 2.º ciclo
apresentaram um menor desempenho nos instrumentos avaliação. Desta forma conclui-se
que a aplicação de cenários de aprendizagem interdisciplinares permitiu ao aluno mobilizar
competências que conduziu a um desempenho ativo no ensino/aprendizagem e à
consolidação de aprendizagens de aprendizagens de Matemática, em prol de novas
aprendizagens em Ciências Naturais essenciais para a disciplina e para a vida ativa como
cidadão.
This thesis presents the contribution of learning scenarios between Mathematics and Natural Science, for the acquisition of reasoning and problems solving skills in 2.º cycle students. Interdisciplinary learning scenarios, curriculum integration, active methodologies, reasoning and problem-solving skills, as capabilities of students are subjects explored in this thesis. The methodology of this work consists of a qualitative approach through a case study. Two learning scenarios between Mathematics and Natural Sciences were designed and applied to promote the mobilization of reasoning and problem-solving skills in 2nd cycle students. Subsequently, assessment instruments were applied to the classes in which the learning scenarios were applied and to the control classes. The performance of the 2nd cycle classes was analyzed, results show that in articulation questions between Mathematics and the Natural Sciences, in which it was necessary to mobilize problem-solving and reasoning skills, the 2nd cycle control classes showed a lower performance in the assessment instruments. The application of interdisciplinary learning scenarios allowed the student to mobilize skills that led to an active performance in teaching/learning and allowed consolidation of Mathematics knowledge in favor of new knowledge in Natural Sciences essential for the subject and for an active life as an accomplished citizen.
This thesis presents the contribution of learning scenarios between Mathematics and Natural Science, for the acquisition of reasoning and problems solving skills in 2.º cycle students. Interdisciplinary learning scenarios, curriculum integration, active methodologies, reasoning and problem-solving skills, as capabilities of students are subjects explored in this thesis. The methodology of this work consists of a qualitative approach through a case study. Two learning scenarios between Mathematics and Natural Sciences were designed and applied to promote the mobilization of reasoning and problem-solving skills in 2nd cycle students. Subsequently, assessment instruments were applied to the classes in which the learning scenarios were applied and to the control classes. The performance of the 2nd cycle classes was analyzed, results show that in articulation questions between Mathematics and the Natural Sciences, in which it was necessary to mobilize problem-solving and reasoning skills, the 2nd cycle control classes showed a lower performance in the assessment instruments. The application of interdisciplinary learning scenarios allowed the student to mobilize skills that led to an active performance in teaching/learning and allowed consolidation of Mathematics knowledge in favor of new knowledge in Natural Sciences essential for the subject and for an active life as an accomplished citizen.
Description
Keywords
cenários de aprendizagem interdisciplinar PADE matemática ciências naturais raciocínio resolução de problemas learning scenarios interdisciplinary mathematics natural sciences reasoning problem solving