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Advisor(s)
Abstract(s)
A escola encontra-se atualmente desafiada a acompanhar os avanços tecnológicos e a
integrá-los nas estratégias pedagógicas utilizadas em sala de aula. As tecnologias que temos ao
nosso dispor oferecem-nos uma variedade considerável de novos recursos, os quais devem ser
utilizados de modo estratégico e criativo, ampliando as formas de ensino e aprendizagem em
sala de aula. Neste sentido, a utilização das tecnologias para a realização de visitas de estudo
virtuais poderá constituir uma das formas de mobilizar os recursos tecnológicos de modo
enriquecedor.
Este estudo desenvolveu-se numa turma do 4º ano do 1º ciclo do ensino básico e
procura analisar as potencialidades das visitas de estudo virtuais enquanto estratégia
pedagógica capaz de potenciar a aprendizagem e a motivação dos alunos no ensino das
Ciências. Para delinear e estruturar este estudo, formularam-se duas questões orientadoras: i)
As visitas de estudo virtuais constituem uma estratégia realizável em contexto de sala de aula?
e ii) Que contributos se podem obter no envolvimento dos alunos nas aprendizagens das
Ciências pela realização de visitas de estudo virtuais?
Para alcançar as respostas pretendidas optou-se por uma metodologia de natureza
qualitativa inspirada na investigação-ação, por esta permitir experienciar a prática docente de
uma forma reflexiva e investigativa, de modo a aprofundar os processos e os resultados da
ação pedagógica. A recolha de dados foi efetuada por diversos meios, de forma a permitir um
cruzamento da informação e, consequentemente, construir um conhecimento mais
sustentado.
Os resultados sugerem que a realização de visitas de estudo virtuais apresenta-se como
uma estratégia de ensino que pode ser usada na prática pedagógica, potenciando a utilização
das tecnologias em sala de aula. Esta estratégia também parece aumentar a motivação e o
envolvimento ativo dos alunos na construção da sua própria aprendizagem, permitindo uma
melhor compreensão dos conteúdos.
The school is currently challenged to keep up with technological advances and integrate them into teaching strategies used in the classroom. The technologies we have at our disposal offer us a considerable variety of new features, which must be used strategically and creatively, expanding the forms of teaching and learning in the classroom. In this sense, the use of technologies for performing virtual field trips may be a way of mobilizing technological resources of enriching way. This study is developed in a class of 4th year of the 1st cycle of basic education and analyses the potential of virtual field trips as a pedagogical strategy to enhance learning and motivation of students in the teaching of Science. To define and structure this study, are formulated two guiding questions: i) Virtual field trips are a realizable strategy in the classroom? and ii) What contributions can be obtained on the involvement of students in the learning of science by the realization of virtual field trips? To achieve the intended answers we opted for a qualitative methodology inspired by the action-research. This allows you to experience the teaching practice of a reflective and investigative way so as to deepen the processes and results of pedagogical action. Data collection was performed by various means, to allow a crossing information and build a more sustained knowledge. The results suggest that the realization of virtual field trips is presented as a teaching strategy that can be used in pedagogical practice, enhancing the use of technology in the classroom. This strategy also appears to increase the motivation and active involvement of students in the construction of their own learning, allowing a better understanding of the contents
The school is currently challenged to keep up with technological advances and integrate them into teaching strategies used in the classroom. The technologies we have at our disposal offer us a considerable variety of new features, which must be used strategically and creatively, expanding the forms of teaching and learning in the classroom. In this sense, the use of technologies for performing virtual field trips may be a way of mobilizing technological resources of enriching way. This study is developed in a class of 4th year of the 1st cycle of basic education and analyses the potential of virtual field trips as a pedagogical strategy to enhance learning and motivation of students in the teaching of Science. To define and structure this study, are formulated two guiding questions: i) Virtual field trips are a realizable strategy in the classroom? and ii) What contributions can be obtained on the involvement of students in the learning of science by the realization of virtual field trips? To achieve the intended answers we opted for a qualitative methodology inspired by the action-research. This allows you to experience the teaching practice of a reflective and investigative way so as to deepen the processes and results of pedagogical action. Data collection was performed by various means, to allow a crossing information and build a more sustained knowledge. The results suggest that the realization of virtual field trips is presented as a teaching strategy that can be used in pedagogical practice, enhancing the use of technology in the classroom. This strategy also appears to increase the motivation and active involvement of students in the construction of their own learning, allowing a better understanding of the contents
Description
Keywords
TIC e ensino de ciências visita de estudo virtual prática reflexiva ICT and science teaching virtual field trip reflective practice
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação