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Advisor(s)
Abstract(s)
O Presente relatório de estágio (RE) emerge no âmbito da unidade curricular de Prática de Ensino
Supervisionada (PES), integrada no Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Matemática
e Ciências Naturais no 2.º Ciclo do Ensino Básico.
Este RE tem como objetivo, partilhar, analisar e refletir sobre todo o trabalho que a mestranda
desenvolveu no decorrer da PES. Para tal, a mestrada teve em linha de conta todos os pressupostos
teóricos e legais. O RE apresenta todo o percurso formativo da mestranda, evidenciando as
aprendizagens, as intervenções realizadas e principalmente a evolução das competências pessoais e
profissionais da mestranda ao longo de todo o percurso, incluindo a sua capacidade para desenvolver
investigação.
Este relatório contém uma parte investigativa, apresentada sob a forma de um artigo, focada na
compreensão do papel que as metodologias ativas podem desempenhar no ensino das ciências. Esta
investigação foi desenvolvida com turmas do 3º ano com o objetivo de analisar se as metodologias
ativas estavam, de alguma forma, associadas ao desenvolvimento de práticas epistémicas na sala por
parte dos alunos.
Na parte final, serão apresentadas as conclusões e reflexões finais em relação ao percurso que a
mestranda realizou, apresentando os aspetos positivos e negativos relativamente ao trabalho
desenvolvido pela mestranda, tendo em vista o desenvolvimento de competências, tanto a nível
pessoal como profissional.
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This report arises within the scope of the Supervised Teaching Practice (STP), a curricular unit, integrated into the master’s degree in teaching 1st Cycle Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. This report seeks to share, analyze and reflect all the work that the master's student developed during the STP. In this way, the master's student considered all the necessary theoretical and legal assumptions. The report narrates the entire formation journey of the master's student, highlighting the learning, the interventions carried out and mainly the master's student's evolution throughout the course. This report contains an investigative part, presented in the form of an article, focused on understanding the role that active methodologies can play in science teaching. This research was carried out with 3rd grade classes with the aim of analyzing whether active methodologies were in any way associated with the development of epistemic practices in the classroom by the students. In the final section, conclusions and final reflections will be presented in relation to the path that the master's student has taken, presenting the positive and negative aspects of the work carried out by the master's student, with a view to developing skills, both on a personal and professional level.
.
This report arises within the scope of the Supervised Teaching Practice (STP), a curricular unit, integrated into the master’s degree in teaching 1st Cycle Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. This report seeks to share, analyze and reflect all the work that the master's student developed during the STP. In this way, the master's student considered all the necessary theoretical and legal assumptions. The report narrates the entire formation journey of the master's student, highlighting the learning, the interventions carried out and mainly the master's student's evolution throughout the course. This report contains an investigative part, presented in the form of an article, focused on understanding the role that active methodologies can play in science teaching. This research was carried out with 3rd grade classes with the aim of analyzing whether active methodologies were in any way associated with the development of epistemic practices in the classroom by the students. In the final section, conclusions and final reflections will be presented in relation to the path that the master's student has taken, presenting the positive and negative aspects of the work carried out by the master's student, with a view to developing skills, both on a personal and professional level.
Description
Keywords
Formação inicial de professores Educação em ciências Astronomia Ensino básico Metodologias ativas Práticas epistémicas Mediação do professor Estudo de caso Preservice teacher training Science education Astronomy Basic education Active methodologies Epistemic practices Teacher mediation Case study
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação