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Abstract(s)
O estudo que apresentamos tem como objetivos de investigação contribuir para o desenvolvimento
global das crianças com Necessidades Educativas Especiais, nomeadamente, portadoras de Dislexia,
designadamente em aulas onde são lecionados conteúdos de Ciências da Natureza e de
Matemática, e conceber um recurso didático apoiado nas TIC que seja adequado à utilização em
sala de aula por alunos com dislexia. Neste sentido, o estudo foi orientado pelas seguintes questões
de investigação: A utilização do Scratch é adequada e exequível no trabalho quotidiano de alunos
portadores de Dislexia? e Em que medida o Scratch pode contribuir para um melhor envolvimento
dos alunos portadores de Dislexia na realização das tarefas propostas?
O presente trabalho segue uma metodologia de carácter qualitativo, centrando-se no estudo de
caso. Tentou-se dar uma resposta à reduzida utilização do software Scratch no ensino das Ciências
da Natureza e Matemática como instrumentos viáveis para uma aprendizagem de sucesso em
alunos portadores de Dislexia. Este estudo foi aplicado a três alunos do 4º ano, com este
diagnóstico, de um agrupamento de escolas do concelho de Viseu.
Para dar resposta às questões de investigação supracitadas foram implementadas e projetadas
duas atividades no software Scratch para serem desenvolvidas em duas situações formativas
contextualizadas. O subdomínio que se pretendeu trabalhar foi “A importância da água para os
seres vivos” articulando com o conteúdo dos volumes. Os dados foram recolhidos através da análise
dos Programas Educativos Individuais de cada um dos alunos participantes, das entrevistas às
docentes de Educação Especial, de gravações áudio, fotografias, trabalhos dos alunos e os registos
da professora investigadora.
Os resultados obtidos permitiram caracterizar o modo como os alunos, portadores de dislexia, se
envolveram com o Scratch na aquisição de conhecimento. Permitiram ainda demonstrar aos
professores que é possível construir atividades nesta ferramenta envolvendo conteúdos
curriculares interdisciplinares.
The study we present is to research aims to contribute to the overall development of children with dyslexia, particularly in classes on natural sciences content and Mathematics and design a teaching resource supported by ICT that is suitable for use in the classroom for students with dyslexia. In this sense the study was guided by the following research questions: Using Scratch is suitable and feasible in the daily work of students with dyslexia? And to what extent may Scratch contribute to a better involvement of students with dyslexia carrying out the proposed tasks? The present work follows a qualitative analyses methodology, focusing on case study. We tried to give a response to the limited use of the Scratch software in the teaching of natural sciences and mathematics as viable instruments for successful learning in dyslexic students. This study was applied to three students of the fourth year, with this diagnosis, from a group of schools in the municipality of Viseu. To address the research issues above, two activities were implemented and designed in the Scratch software to be developed in two contextualized training situations. The subdomain that was intended to work was "the importance of water for living beings" articulating with the contents of the volumes. The data were collected through the analysis of the Individual educational programs of each of the student participants, the interviews to teachers of special education, audio recordings, photographs, student work and records of the investigating teacher. The results allowed to characterize the way students, dyslexia carriers, were involved with Scratch in knowledge acquisition. Allowed even demonstrate to teachers that it is possible to build activities with this tool activities involving interdisciplinary curriculum content.
The study we present is to research aims to contribute to the overall development of children with dyslexia, particularly in classes on natural sciences content and Mathematics and design a teaching resource supported by ICT that is suitable for use in the classroom for students with dyslexia. In this sense the study was guided by the following research questions: Using Scratch is suitable and feasible in the daily work of students with dyslexia? And to what extent may Scratch contribute to a better involvement of students with dyslexia carrying out the proposed tasks? The present work follows a qualitative analyses methodology, focusing on case study. We tried to give a response to the limited use of the Scratch software in the teaching of natural sciences and mathematics as viable instruments for successful learning in dyslexic students. This study was applied to three students of the fourth year, with this diagnosis, from a group of schools in the municipality of Viseu. To address the research issues above, two activities were implemented and designed in the Scratch software to be developed in two contextualized training situations. The subdomain that was intended to work was "the importance of water for living beings" articulating with the contents of the volumes. The data were collected through the analysis of the Individual educational programs of each of the student participants, the interviews to teachers of special education, audio recordings, photographs, student work and records of the investigating teacher. The results allowed to characterize the way students, dyslexia carriers, were involved with Scratch in knowledge acquisition. Allowed even demonstrate to teachers that it is possible to build activities with this tool activities involving interdisciplinary curriculum content.
Description
Keywords
Ensino Dislexia Software Scratch Envolvimento Necessidades educativas especiais Education Dyslexia Scratch software involvement Special needs education
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação