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Advisor(s)
Abstract(s)
Integrada no Mestrado de Ensino do 1.º e 2.º Ciclo do Ensino Básico, a unidade
curricular, Prática de Ensino Supervisionada concedeu-nos o contacto
com uma turma de 3.º ano do 1.º Ciclo do Ensino Básico, que nos outorgou a
realização deste trabalho investigativo. Suscitado e desperto o desejo de promovermos
aulas diversificadas, cujo principal mote fosse o envolvimento do
aluno e o seu desenvolvimento integral, consideramos as estratégias de ensino
e aprendizagem essenciais para que se alcancem os objetivos educacionais a
que nos propusemos. Assim, e perspetivando um processo educativo variado,
a questão-problema "Quais as perceções dos alunos e dos professores sobre a
utilização de estratégias de ensino e aprendizagem?", norteou toda a nossa
investigação. De cariz misto, esta recorreu ao inquérito por questionário, aplicado
aos alunos; ao inquérito por entrevista, realizado aos docentes; e às notas
de campo, retiradas ao longo 3 meses, para responder aos propósitos investigacionais.
Da triangulação de dados, emergiram resultados que
confirmaram a importância de um processo educativo assente em estratégias
diversificadas. O programa; o conteúdo; os alunos; os recursos e o tempo foram
os fatores enunciados pelos professores e que na sua opinião influenciam
a seleção das estratégias. A sua aplicação possibilita, de acordo com os docentes,
maneiras diferentes de ensinar; fomenta a atenção dos alunos e levaos
a aprenderem melhor. Em contrapartida, o facto de umas serem mais morosas
do que outras ou de o aluno nem sempre conseguir, sozinho, chegar ao
pretendido foram as desvantagens apontadas pelos entrevistados. O jogo e o
trabalho de grupo evidenciaram-se como as estratégias preferidas pelos alunos
porque, segundo eles, proporcionam-lhes aulas diferentes; ativas e uma
interação entre aluno-aluno. Por último, os alunos afirmaram que a aplicação
de diferentes estratégias permitem-lhes a aquisição de conhecimentos novos.
Concluímos que um processo educativo inovador é o caminho para uma
aprendizagem significativa.
Integrated in the Marter of teaching of the 1.º e 2.º Ciclo do Ensino Básico, the course aroused and awakened the desire we promote diverse classes, whose main theme was the involvement of the student and their overall development, we consider teaching and learning strategies essential to achieving the educational goals we set ourselves. However, prospecting a varies educaton process, the question "What are the perceptions of students and teachers on the use of teaching and learning strategies? ", guided all our investigation. Mixed nature, this appealed to the questionnaire survey, applied to students; the interview survey, conducted to the teachers; and field notes, taken over three months, to respond to the investigational purposes. From the triangulation of data emerged results that confirmed the importance of an educational process based on diversified strategies. The program; then content; the students; the resources and time were the factors set out by teachers and that in there opinion influence the selection of strategies. Its application allows, according to teachers, different ways of teaching; fosters students' attention and leads them to learn better. However, the fact that some take more time-consuming than others or the student does not always achieve alone the desired, were the disadvantages mentioned by respondents. The game and the group work was highlighted as the preferred strategies by students because, according to them, they give them different class; and active interaction between alunoaluno. Finally, the students said that the application of different strategies allow them to acquire new knowledge. We conclude that an innovative educational process is the way to a better learning.
Integrated in the Marter of teaching of the 1.º e 2.º Ciclo do Ensino Básico, the course aroused and awakened the desire we promote diverse classes, whose main theme was the involvement of the student and their overall development, we consider teaching and learning strategies essential to achieving the educational goals we set ourselves. However, prospecting a varies educaton process, the question "What are the perceptions of students and teachers on the use of teaching and learning strategies? ", guided all our investigation. Mixed nature, this appealed to the questionnaire survey, applied to students; the interview survey, conducted to the teachers; and field notes, taken over three months, to respond to the investigational purposes. From the triangulation of data emerged results that confirmed the importance of an educational process based on diversified strategies. The program; then content; the students; the resources and time were the factors set out by teachers and that in there opinion influence the selection of strategies. Its application allows, according to teachers, different ways of teaching; fosters students' attention and leads them to learn better. However, the fact that some take more time-consuming than others or the student does not always achieve alone the desired, were the disadvantages mentioned by respondents. The game and the group work was highlighted as the preferred strategies by students because, according to them, they give them different class; and active interaction between alunoaluno. Finally, the students said that the application of different strategies allow them to acquire new knowledge. We conclude that an innovative educational process is the way to a better learning.
Description
Keywords
Prática de Ensino Supervisionada Experiências educativas Estratégias de ensino e aprendizagem
Citation
Matos, Joana Coutinho de; Rodrigues, Maria José (2016). Utilização de estratégias de ensino e aprendizagem diversificadas: um estudo de caso no 1.º Ciclo do Ensino Básico. In Garrigós Simón, Fernando J… [et al.] (Eds.) INNODOCT: 4th International Conference on Innovation, Documentation and Teaching Technologies. València: Universitat Politècnica de València. p. 609-619. ISBN 978-84-9048-528-6
Publisher
Universitat Politècnica de València