| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 19.01 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente Relatório de Estágio foi realizado no âmbito da unidade curricular Prática de Ensino
Supervisionada, inserida no plano de estudos do Mestrado em Ensino do 1º Ciclo do Ensino Básico
e Matemática e Ciências Naturais no 2º Ciclo do Ensino Básico, da Escola Superior de Educação
do Instituto Politécnico do Porto. Este demonstra as experiências e aprendizagens da mestranda,
traduzindo-se no culminar da sua prática pedagógica e formação, baseado em paradigmas
construtivistas e metodologia investigativa, estando orientado pelas quatro fases da
investigação-ação: observação, planificação, ação e reflexão. O construtivismo afirma que o
conhecimento é construído na interação do sujeito com o objeto de estudo e, com a mediação do
professor, na relação dialógica. A utilização de recursos tecnológicos no ensino das Ciências
Naturais é um exemplo de uma abordagem não tradicional. A mestranda enfatiza que a
investigação em Ciências Naturais no 2º Ciclo do Ensino Básico é crucial. Assim, surgiu a
necessidade de realizar uma atividade experimental focada no recurso didático micro:bit para
entender como a sua utilização em sala afeta a motivação dos alunos para novas aprendizagens
e seus desafios. A abordagem metodológica escolhida incluiu diversos instrumentos, entre os
quais a aplicação de inquéritos aos alunos. Conclui-se que o uso de estratégias não tradicionais,
motiva os alunos a se esforçar, interiorizar e mobilizar novos conhecimentos, entreligando-os aos
conhecimentos prévios. Aulas mais práticas e experimentais, com o uso de recursos tecnológicos,
conteúdo interessante e o apoio do professor, aumentam motivação dos alunos.
This Internship Report was carried out within the scope of the curricular unit Supervised Teaching Practice, part of the study plan of the master’s degree in Primary School Teaching and Mathematics and Natural Sciences in the 2nd Cycle of Basic School, of the Higher School of Education of the Polytechnic Institute of Porto. The Report showcases student's experiences, based on constructivist paradigms and investigative methodology, showcasing pedagogical practice. It is based on constructivist paradigms as well as on an investigative methodology guided by the four phases of action research: observation, planning, action, and reflection. Constructivism is a theory that states that knowledge is constructed in the interaction of the subject with the object of study and, with the mediation of the teacher, in a dialogical relationship. The use of technological resources in the teaching of Natural Sciences is an example of a nontraditional approach. The master's student emphasizes that research in Natural Sciences in the 2nd cycle of basic education is crucial. Thus, the need arose to carry out an experimental activity focused on the didactic resource micro:bit to understand how its use in the classroom affects students' motivation for new learning, as well as the response to new challenges in the teaching and learning process. Methodological approach includes student surveys, highlighting nontraditional strategies, motivating students to internalize, mobilize, and connect new knowledge. When classes are more hands-on and experiential, with the use of technological resources, interesting content, and teacher support, students are more motivated.
This Internship Report was carried out within the scope of the curricular unit Supervised Teaching Practice, part of the study plan of the master’s degree in Primary School Teaching and Mathematics and Natural Sciences in the 2nd Cycle of Basic School, of the Higher School of Education of the Polytechnic Institute of Porto. The Report showcases student's experiences, based on constructivist paradigms and investigative methodology, showcasing pedagogical practice. It is based on constructivist paradigms as well as on an investigative methodology guided by the four phases of action research: observation, planning, action, and reflection. Constructivism is a theory that states that knowledge is constructed in the interaction of the subject with the object of study and, with the mediation of the teacher, in a dialogical relationship. The use of technological resources in the teaching of Natural Sciences is an example of a nontraditional approach. The master's student emphasizes that research in Natural Sciences in the 2nd cycle of basic education is crucial. Thus, the need arose to carry out an experimental activity focused on the didactic resource micro:bit to understand how its use in the classroom affects students' motivation for new learning, as well as the response to new challenges in the teaching and learning process. Methodological approach includes student surveys, highlighting nontraditional strategies, motivating students to internalize, mobilize, and connect new knowledge. When classes are more hands-on and experiential, with the use of technological resources, interesting content, and teacher support, students are more motivated.
Description
Keywords
Motivação Ciências Naturais Recursos Tecnológicos micro:bit. Motivation Natural sciences Technology resources
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação