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As atividades práticas no 1º ciclo do ensino básico : potencialidades e constrangimentos à sua implementação no processo de ensino-aprendizagem
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Abstract(s)
O presente relatório evidencia as aprendizagens promovidas pela realização dos estágios profissionalizantes em diferentes valências: Creche, Jardim-de-Infância e 1.ºCiclo do Ensino Básico.
O trabalho investigativo aborda as conceções dos docentes sobre o papel das atividades experimentais no 1.º ciclo do Ensino Básico. Assim, este estudo tem como principal objetivo identificar as potencialidades e os constrangimentos da implementação de atividades práticas no processo de ensino-aprendizagem. É um projeto de investigação no qual foi utilizada uma metodologia de natureza qualitativa sustentada por entrevistas estruturadas aplicadas a quatro docentes do 1.º Ciclo do Ensino Básico.
Com este estudo concluiu-se que as potencialidades das atividades práticas para a aprendizagem dos alunos são a possibilidade de experimentarem na prática os conteúdos de Estudo do Meio, podendo compreender por si mesmo certos temas que não conseguiriam de forma abstrata. As atividades práticas incutem aos alunos o gosto pelos conteúdos científicos, motivam-nos e despertam o seu interesse para as aulas, tornando-os mais autónomos e responsáveis. Ajudam-nos a saber trabalhar em grupo e a aceitar a opinião dos outros e a saber argumentar.
No que respeita aos constrangimentos da implementação das atividades práticas, concluiu-se que são a falta de materiais, a grande dimensão das turmas, a falta de espaços adequados à organização de atividades deste género, de tempo, de contacto dos alunos com este tipo de atividades, a extensão do programa, a realização de exames, as diversas atividades em que as turmas têm de participar, a duração extensa das atividades práticas, a preparação que as atividades práticas necessitam por parte do docente, a falta de tempo, a gestão da turma e dificuldades no preenchimento de guiões pelos alunos.
This report highlights the learning promoted by the completion of stages in different aspects: Nursery, kindergarten and primary school. The empirical work addresses the various conceptions that teachers have on the role of experimental activities in the primary school. This study aims to identify the potential and constraints of implementing practical activities in the teaching- learning process. It is a research project that used a qualitative methodology supported by structured interviews applied to four teachers of the primary school. This study concludes that the potential of practical activities for student learning are the possibility of the students experience in practice the science contents, the students can understand by themselves some themes that they would not perceive in the abstract. The practical activities instill in the students the taste for the contents, motivate students and awaken their interest in the classes, makes them more autonomous and responsible, helps them to learn how to work in groups, to accept the opinions of others and helps them to present arguments. With regard to the constraints of the implementation of practical activities, it is concluded that are the absence of materials, the large size of the groups, the lack of adequate spaces for the organization of activities of this kind, the lack of time, lack of contact of the students with this type of program extension activities, conducting examinations, the activities in which the groups have to participate, the long duration of the practical activities, preparing the practical activities require by the teacher, the lack of time, the management of the class and the filling of worksheets by the students.
This report highlights the learning promoted by the completion of stages in different aspects: Nursery, kindergarten and primary school. The empirical work addresses the various conceptions that teachers have on the role of experimental activities in the primary school. This study aims to identify the potential and constraints of implementing practical activities in the teaching- learning process. It is a research project that used a qualitative methodology supported by structured interviews applied to four teachers of the primary school. This study concludes that the potential of practical activities for student learning are the possibility of the students experience in practice the science contents, the students can understand by themselves some themes that they would not perceive in the abstract. The practical activities instill in the students the taste for the contents, motivate students and awaken their interest in the classes, makes them more autonomous and responsible, helps them to learn how to work in groups, to accept the opinions of others and helps them to present arguments. With regard to the constraints of the implementation of practical activities, it is concluded that are the absence of materials, the large size of the groups, the lack of adequate spaces for the organization of activities of this kind, the lack of time, lack of contact of the students with this type of program extension activities, conducting examinations, the activities in which the groups have to participate, the long duration of the practical activities, preparing the practical activities require by the teacher, the lack of time, the management of the class and the filling of worksheets by the students.
Description
Relatório de estágio apresentado para a obtenção do grau de mestre em educação pré-escolar e Ensino do 1º ciclo do ensino básico
Keywords
ensino das ciências atividades práticas potencialidades constrangimentos estudo do meio science education pratical activities pontential constrains science