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Abstract(s)
O estudo que aqui se apresenta teve como foco investigacional a metodologia
investigativa com crianças (Inquiry Based Learning), enquanto estratégia de ensinoaprendizagem.
O trabalho foi desenvolvido no âmbito da Prática de Ensino
Supervisionada do Mestrado de Ensino dos 1.º e 2.º Ciclos do Ensino Básico, em cinco
salas, uma do 1.º Ciclo do Ensino Básico e quatro de 2.º Ciclo do Ensino Básico, em
quatro disciplinas diferentes (Português, Matemática, História e Geografia de Portugal e
Ciências da Natureza) e que procurou integrar a natureza holística da prática docente.
Centrar a investigação nos modos de ação implicou a leitura da realidade existente e a
implementação de alternativas às praticas observadas. O quadro de referência para a
implementação de atividades investigativas com crianças foi o Modelo 5E e as
referências concetuais das abordagens de Dewey e Bruner. Estas linhas valorizam a
ação dos alunos na formulação de problemas e hipóteses, na exploração,
experimentação e pesquisa, na análise, interpretação e discussão dos dados recolhidos.
Estes procedimentos implicam a construção de significados a partir da ação e do
pensamento reflexivo, promovido através do questionamento do docente.
Trata-se de um estudo de multicaso (ou múltiplos contextos), revelando-se cada
contexto de intervenção como um caso de análise. O estudo assenta numa abordagem
qualitativa, de cariz interpretativo, que utilizou a investigação-ação como metodologia.
Para a recolha de dados, foram utilizados questionários às crianças, em diferentes
momentos, entrevistas e questionários às professoras cooperantes, reflexões pessoais
sobre o processo e notas de campo. A análise dos dados situou-se numa linha
quantitativa e qualitativa, usando a descrição e a interpretação para aceder às
perspetivas e práticas assumidas, ao logo do processo. Os dados revelam algumas das
vantagens da IBL em contexto escolar, bem como as dificuldades que esta metodologia
encontra, ao ser implementada com crianças que estão mais habituadas a ouvir e
executar do que a investigar.
Os resultados obtidos na investigação-ação, que emergiram da aplicação de vários
instrumentos de recolha de dados, aplicados a um total de 90 crianças, de 5 professores
e da realização, em contexto, de EEA baseadas na estratégia IBL que, quando
comparada à estratégia transmissiva, apresenta mais vantagens para as crianças, sendo
enunciadas mais desvantagens para os professores.
The study presented in this document follows an Inquiry Based Learning (IBL) methodology as teaching learning strategy for children. The work was developed in the context of the Supervised Teaching Practice subject of the Master degree in 1st and 2nd Cycle Education, in five classrooms, one of the 1st cycle of basic education and four of the 2nd cycle of basic education. It was applied in four different subjects (Portuguese, Mathematics, History and Geography of Portugal and Sciences), aiming to integrate the holistic nature of the teaching practice. Centring the research in the action methods required the understanding of the existing reality and the implementation of alternative practices. The reference framework for the implementation of the research activities with children was the 5E Model, as well as the conceptual references of Dewey and Bruner. These lines value the children’s actions in several aspects, including the problem statement, the exploration, experimentation and research, in the analysis, interpretation and discussion of the collected data. These procedures result in the building of meaning from the actions and from the reflection, promoted though questioning. It is a multi-case study (or multi-context), in which each context is an analysis case. The study follows a qualitative, interpretative, approach, through an action-research methodology. Data was collected through questionnaires performed to children in different moments, interviews and questionnaires to the cooperating teachers, personal reflections about the process and field notes. Data was analysed both through a qualitative and a quantitative approach, using description and interpretation to reveal the perspectives and practices assumed along the process. Data revealed some of the advantages of the IBL in school context, as well as some difficulties that this methodology has when implemented with children that are more used to listen that to research. Several instruments where used to collect data from a total of 90 children and 5 teachers that, together with the application, in context, of IBL strategy based EEA following an action-research methodology, reveal that, when compared with the transmissive strategy, they concentrate more advantages to the children, although announcing more disadvantages for the teachers.
The study presented in this document follows an Inquiry Based Learning (IBL) methodology as teaching learning strategy for children. The work was developed in the context of the Supervised Teaching Practice subject of the Master degree in 1st and 2nd Cycle Education, in five classrooms, one of the 1st cycle of basic education and four of the 2nd cycle of basic education. It was applied in four different subjects (Portuguese, Mathematics, History and Geography of Portugal and Sciences), aiming to integrate the holistic nature of the teaching practice. Centring the research in the action methods required the understanding of the existing reality and the implementation of alternative practices. The reference framework for the implementation of the research activities with children was the 5E Model, as well as the conceptual references of Dewey and Bruner. These lines value the children’s actions in several aspects, including the problem statement, the exploration, experimentation and research, in the analysis, interpretation and discussion of the collected data. These procedures result in the building of meaning from the actions and from the reflection, promoted though questioning. It is a multi-case study (or multi-context), in which each context is an analysis case. The study follows a qualitative, interpretative, approach, through an action-research methodology. Data was collected through questionnaires performed to children in different moments, interviews and questionnaires to the cooperating teachers, personal reflections about the process and field notes. Data was analysed both through a qualitative and a quantitative approach, using description and interpretation to reveal the perspectives and practices assumed along the process. Data revealed some of the advantages of the IBL in school context, as well as some difficulties that this methodology has when implemented with children that are more used to listen that to research. Several instruments where used to collect data from a total of 90 children and 5 teachers that, together with the application, in context, of IBL strategy based EEA following an action-research methodology, reveal that, when compared with the transmissive strategy, they concentrate more advantages to the children, although announcing more disadvantages for the teachers.
Description
Keywords
Investigação com crianças Modelo 5E Estudo multicaso Estratégias de ensino aprendizagem