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Advisor(s)
Abstract(s)
O presente relatório de estágio (RE) denominado Aprender a jogar para jogar a aprender, surge no âmbito da unidade curricular (UC) de Prática de Ensino Supervisionada (PES), incluída no plano de estudos do Mestrado em Ensino do 1.º Ciclo do Ensino Básico (CEB) e de Matemática e Ciências Naturais no 2.º CEB da Escola Superior de Educação do Porto.
A PES surgiu como um grande desafio para o mestrando, tendo sido uma fase bastante marcante no seu percurso como futuro docente. O RE remete para todo o percurso realizado pelo mestrando ao longo da PES, em 2 ciclos distintos - 1.º CEB e 2.º CEB - e 2 modalidades distintas, em ensino presencial e o ensino à distância (E@D) que tanto marcou este ano atípico pautado pela adaptação e grande esforço de todos os intervenientes neste processo de aprendizagem.
As aulas preparadas pelo mestrando foram sempre planeadas e pautadas de acordo com as turmas, personalidades e gostos, tanto dos alunos como do próprio mestrando que introduziu o seu toque pessoal em grande parte das aulas pautando por uma dinâmica de gamificação das suas aulas.
O presente RE e todo o trabalho desempenhado durante a PES visou explorar um pouco mais sobre a dinâmica de gamificação e tentar compreender a melhor forma de a adaptar, utilizar em sala de aula e compreender quais os seus benefícios, contribuindo para o desenvolvimento pessoal e profissional do mestrando.
Daí surge a ideia de aliar os RPG ao ensino das ciências naturais, criando uma aventura onde os alunos possam ter um papel principal e juntos criarem a sua própria história.
This internship report named Learning to play so you can play to learn, originates from a curricular unit denominated Supervised Teaching Practice, and is included in the study’s plan o the Master’s Degree in 1st Cycle of Basic Education Teaching and Mathematics and Natural Sciences in 2nd Cycle of Basic Education. The Supervised Teaching Practice came as a big challenge, playing a big part in his journey as a future teacher. This report sheds some lights on the journey of the trainee while in the supervised teaching practice, in 2 different cycles - 1st cycle and the 2nd cycle - and two different teaching methodologies, presential teaching and online teaching (e-teaching) that heavily impacted this strange year, marked by the adaptation and great effort of all the education agents involved in the teaching process. The lessons planed by the trainee were always planned according to the class, their personality, and their tastes, not only the class but also the trainee that introduced a personal taste to a big part of the lessons, always trying to promote gamification in the classroom. This report, and all the work developed during the Supervised Teaching Practice pretends to explore a bit more about the dynamics of gamification, how to apply and adapt gamification to the classroom and the curriculum, and learning about his benefits, contributing to the personal and professional development of the teacher in training. From this, comes the idea of allying the RPGs to the teaching of sciences, creating an adventure, where students can have a main role in developing further along the story.
This internship report named Learning to play so you can play to learn, originates from a curricular unit denominated Supervised Teaching Practice, and is included in the study’s plan o the Master’s Degree in 1st Cycle of Basic Education Teaching and Mathematics and Natural Sciences in 2nd Cycle of Basic Education. The Supervised Teaching Practice came as a big challenge, playing a big part in his journey as a future teacher. This report sheds some lights on the journey of the trainee while in the supervised teaching practice, in 2 different cycles - 1st cycle and the 2nd cycle - and two different teaching methodologies, presential teaching and online teaching (e-teaching) that heavily impacted this strange year, marked by the adaptation and great effort of all the education agents involved in the teaching process. The lessons planed by the trainee were always planned according to the class, their personality, and their tastes, not only the class but also the trainee that introduced a personal taste to a big part of the lessons, always trying to promote gamification in the classroom. This report, and all the work developed during the Supervised Teaching Practice pretends to explore a bit more about the dynamics of gamification, how to apply and adapt gamification to the classroom and the curriculum, and learning about his benefits, contributing to the personal and professional development of the teacher in training. From this, comes the idea of allying the RPGs to the teaching of sciences, creating an adventure, where students can have a main role in developing further along the story.
Description
Keywords
Prática de ensino supervisionada Gamificação RPG Desenvolvimento pessoal e profissional Gamification Role playing games Dungeons & Dragons Personal and professional development Supervised teaching practice
Citation
Publisher
Instituto Politécnico do Porto. Escola Superior de Educação