| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 565.2 KB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O processo de ensino-aprendizagem implica um envolvimento de todos(as) os(as) agentes educativos e, de modo particular, dos(as) alunos(as). Neste processo o conhecimento das estratégias individuais dos(as) alunos(as) poderá permitir identificar e adequar as melhores estratégias individuais para a aquisição e a consolidação do conhecimento. Partindo deste pressuposto, o principal objetivo desta investigação, inscrita no âmbito do Mestrado em Educação Especial: Multideficiências e Problemas de Cognição, é perceber quais as estratégias que são identificadas pelos(as) alunos(as) como as mais benéficas na aquisição e na manutenção do conhecimento em contexto de sala de aula e se estas estão relacionadas com aquelas que são identificadas pelos(as) professores(as). Para isso, inquiriu-se, durante quatro dias e através de um questionário de perguntas abertas, 50 alunos(as) do 3º ao 9º ano, acerca das estratégias utilizadas para se manterem em tarefa e para compreenderem os conteúdos das disciplinas em contexto escolar. Com base nas respostas inquiriu-se 32 professores(as) sobre as estratégias que consideram ser as mais produtivas no processo de ensino-aprendizagem. As implicações do estudo para a adequação das estratégias de ensino-aprendizagem do ponto de vista dos(as) alunos(as) em contexto de sala de aula serão apresentadas e discutidas e, posteriormente, serão alvo de comparação com aquelas que os(as) professores(as) identificam para a promoção da aprendizagem.
The teaching-learning process involves the involvement of all educational agents and, in particular, of the students. In this process, the knowledge of the individual strategies of the students may allow identifying and adapting the best individual strategies for the acquisition and consolidation of knowledge. Based on this assumption, the main objective of this research, enrolled in the scope of the Master's degree in Special Education: Multideficiencies and Cognition Problems, is to understand which strategies are identified by the students as the most beneficial in the acquisition and maintenance of knowledge in the classroom context and whether these are related to those that are identified by teachers. For this, 50 students from the 3rd to 9th grade were asked, for four days and through an open questionnaire, about the strategies used to remain in task and to understand the contents of the subjects in the school context. Based on the answers, 32 teachers was asked about the strategies they consider to be the most productive in the teaching-learning process. The implications of the study for the adequacy of teaching-learning strategies from the point of view of students in the classroom context will be presented and discussed and, later, will be compared with those that teachers identify for the promotion of learning.
The teaching-learning process involves the involvement of all educational agents and, in particular, of the students. In this process, the knowledge of the individual strategies of the students may allow identifying and adapting the best individual strategies for the acquisition and consolidation of knowledge. Based on this assumption, the main objective of this research, enrolled in the scope of the Master's degree in Special Education: Multideficiencies and Cognition Problems, is to understand which strategies are identified by the students as the most beneficial in the acquisition and maintenance of knowledge in the classroom context and whether these are related to those that are identified by teachers. For this, 50 students from the 3rd to 9th grade were asked, for four days and through an open questionnaire, about the strategies used to remain in task and to understand the contents of the subjects in the school context. Based on the answers, 32 teachers was asked about the strategies they consider to be the most productive in the teaching-learning process. The implications of the study for the adequacy of teaching-learning strategies from the point of view of students in the classroom context will be presented and discussed and, later, will be compared with those that teachers identify for the promotion of learning.
Description
Keywords
Processo Ensino-Aprendizagem Estratégias de Aprendizagem Estilos de Aprendizagem Professor(a) Teaching-Learning Process Learning Strategies Learning Styles Teacher
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação