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Advisor(s)
Abstract(s)
O presente relatĆ³rio de estĆ”gio (RE) surge no Ć¢mbito da unidade curricular (UC) de PrĆ”tica de Ensino Supervisionada (PES), que se encontra inserida no plano de estudos do Mestrado em Ensino do 1Āŗ Ciclo do Ensino BĆ”sico (CEB) e de MatemĆ”tica e CiĆŖncias Naturais no 2Āŗ CEB. Este documento procura apresentar o trabalho desenvolvido pela mestranda durante a sua prĆ”tica profissional, como a mobilizaĆ§Ć£o de conceitos teĆ³ricos e legais que orientam a prĆ”tica docente, ainda como saberes cientĆficos pedagĆ³gicos e didĆ”ticos que auxiliam a realizaĆ§Ć£o da PES.
O RE refere as variedades de experiĆŖncias e aprendizagens concretizadas pela mestranda, ou seja, pauta o culminar da sua prĆ”tica pedagĆ³gica e de formaĆ§Ć£o, sustentando numa metodologia de cariz investigativo e mediativo, orientado pelas quatro fases subjacentes Ć investigaĆ§Ć£o-aĆ§Ć£o: observaĆ§Ć£o, planificaĆ§Ć£o, aĆ§Ć£o e reflexĆ£o. Na elaboraĆ§Ć£o deste documento, foram mobilizados diferentes pressupostos teĆ³ricos e legais que sĆ£o o pilar da educaĆ§Ć£o e sustentam a prĆ”tica pedagĆ³gica da mestranda.
Durante a PES, a mestranda contactou com os dois ciclos de ensino ā o 1ĀŗCEB e o 2ĀŗCEB ā permitindo uma visĆ£o das temĆ”ticas a abordar e uma evoluĆ§Ć£o e transformaĆ§Ć£o de estratĆ©gias e recursos utilizados, adequando-os Ć s caracterĆsticas de cada contexto. Para alĆ©m disso, a mestranda desenvolveu dois tipos de modalidade: ensino presencial e Ensino Ć DistĆ¢ncia (E@D). Ć de destacar o trabalho cooperativo existente entre todos os intervenientes do processo do ciclo de supervisĆ£o, que contribuĆram para o crescimento da mestranda.
Ainda, neste documento Ć© possĆvel apresentar uma componente investigativa, em formato de artigo cientĆfico, onde se procurou averiguar em que medida Ć© possĆvel usar as tecnologias para abordar conteĆŗdos curriculares de astronomia e de que forma contribuem para a aprendizagem dos alunos. Esta investigaĆ§Ć£o promoveu Ć mestranda um conhecimento cientĆfico e pedagĆ³gico sobre as tecnologias e a astronomia.
Neste sentido, foi necessĆ”rio conhecer a realidade vivida na sala do 3Āŗ ano de escolaridade e proporcionar a estes alunos uma diferente forma de abordar os conteĆŗdos, utilizando as tablets de modo que os alunos manipulassem as diferentes aplicaƧƵes propostas. Para compreender o impacto desta investigaĆ§Ć£o, a mestranda recorreu a diferentes instrumentos de recolha de dados. Os dados recolhidos foram analisados e ajudaram a mestranda a dar resposta Ć s suas questƵes de investigaĆ§Ć£o, bem como, permitiram verificar se os objetivos delineados foram ou nĆ£o atingidos. Esta conclusĆ£o Ć© suportada pelo facto da maioria dos inqueridos ter concordado que as aplicaƧƵes e estratĆ©gias usadas foram importantes para a sua aprendizagem.
This internship report (IR) appears in the context of the curricular unit (CU) of the practice of supervised teaching (PST), which is part of the Masters in the 1st cycle of primary school (CPS) teaching and of mathematics and natural sciences for the 2nd CPS. This document serves the purpose of showcasing the work developed by the intern during her professional practice, like the mobilization of theoretical and legal concepts that orient the teaching practice, as well as scientific pedagogical and educational knowledge that aids the realization of the PST. The IR refers the various experiences and lessons taken by the internee, it points out the culmination of their pedagogical and educational practice, sustained in an investigative and mediative manner, oriented by the four subjacent phases to the investigation-action: observation, planning, action and reflection. n preparing this document, different theoretical and legal assumptions were mobilized, which are the pillar of education and support the pedagogical practice of the master's student. During the PST, the intern had contact with both cycles of teaching - the 1st Cycle and 2nd cycle- allowing a vision of the subjects to approach and an evolution and transformation of used strategies and resources, adapting to the characteristics of each context. The intern also developed two types of mobility: on site teaching and remote teaching (R@T). It is worth highlighting the cooperative work between all those involved in the process of the supervision cycle, as they contributed to the personal and professional growth of the student. In addition to that, in this document, it is possible to show an investigative component, in the form of a scientific article, where it was sought to find out in what is it possible to use technology to approach astronomy curricular content and what itās contribute to the students learning. This investigation promoted a scientific and educational knowledge about astrometry and technology. In that context it was necessary to get to know the reality lived inside a 3rd grade classroom and provide to these students a different way of approaching the contents, X using tablets as a method of them to manipulate the different proposed applications. To understand the impact of this investigation, the intern turned to a variety of data collecting instruments. The collected data was analyzed and helped the intern give answers to her questions of the investigation, as well as allowed to verify if the established goals were met or not. This conclusion is supported by the fact that the majority of the inquired agreed that the strategies used were important for their learning.
This internship report (IR) appears in the context of the curricular unit (CU) of the practice of supervised teaching (PST), which is part of the Masters in the 1st cycle of primary school (CPS) teaching and of mathematics and natural sciences for the 2nd CPS. This document serves the purpose of showcasing the work developed by the intern during her professional practice, like the mobilization of theoretical and legal concepts that orient the teaching practice, as well as scientific pedagogical and educational knowledge that aids the realization of the PST. The IR refers the various experiences and lessons taken by the internee, it points out the culmination of their pedagogical and educational practice, sustained in an investigative and mediative manner, oriented by the four subjacent phases to the investigation-action: observation, planning, action and reflection. n preparing this document, different theoretical and legal assumptions were mobilized, which are the pillar of education and support the pedagogical practice of the master's student. During the PST, the intern had contact with both cycles of teaching - the 1st Cycle and 2nd cycle- allowing a vision of the subjects to approach and an evolution and transformation of used strategies and resources, adapting to the characteristics of each context. The intern also developed two types of mobility: on site teaching and remote teaching (R@T). It is worth highlighting the cooperative work between all those involved in the process of the supervision cycle, as they contributed to the personal and professional growth of the student. In addition to that, in this document, it is possible to show an investigative component, in the form of a scientific article, where it was sought to find out in what is it possible to use technology to approach astronomy curricular content and what itās contribute to the students learning. This investigation promoted a scientific and educational knowledge about astrometry and technology. In that context it was necessary to get to know the reality lived inside a 3rd grade classroom and provide to these students a different way of approaching the contents, X using tablets as a method of them to manipulate the different proposed applications. To understand the impact of this investigation, the intern turned to a variety of data collecting instruments. The collected data was analyzed and helped the intern give answers to her questions of the investigation, as well as allowed to verify if the established goals were met or not. This conclusion is supported by the fact that the majority of the inquired agreed that the strategies used were important for their learning.
Description
Keywords
PrĆ”tica de ensino supervisionada ConstruĆ§Ć£o da identidade profissional InvestigaĆ§Ć£o-aĆ§Ć£o Tecnologia Astronomia Practice of supervised teaching Construction of the masterĀ“s professional identity Investigation-action Technology Astronomy
Citation
Publisher
Instituto PolitĆ©cnico do Porto. Escola Superior de EducaĆ§Ć£o