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Advisor(s)
Abstract(s)
This paper describes the implementation of Inquiry Based Learning (IBL) as teaching and learning strategy with children in basic education.
The study was developed in the context of the 1st Cycle of Basic Education (CBE), with seventeen children and their teacher. One of the main objectives was to create a didactical sequence with the integration of several curricular areas.
Following an action-research approach, it was necessary to know both the context and the perceptions of the participants concerning the strategies deve- loped in that context and the design and implementation of action plans. The framework was based on the 5E instructional model supported by conceptions of Bruner and Dewey, since they value the student centred learning. The model
has five steps: involvement, exploration, experimentation and analysis, inter- pretation and discussion of collected data.
This study, of qualitative and quantitative nature, uses several data collection techniques. Two questionnaires were applied to children in different moments, an interview and a questionnaire to the practitioner, record of field notes des- cribing routine situations, and reflexions about the process, with a final triangulation of the gathered data.
The data analysis revealed the advantages and disadvantages of the IBL in the context of the 1st CBE, both for children and for the teachers, that, in this study, demonstrated more familiarity with teacher centred strategies.
Description
Keywords
Research with children 5E model Teaching-learning strategies Action-research
Citation
Silva, Inês Diana Oliveira da; Mesquita Cristina (2016). A investigação como estratégia de ensino-aprendizagem no 1.º Ciclo do Ensino Básico. In Innovation, Documentation and Teaching Technologies: INNODOCT. València: Universitat Poliècnica. p. 599-608. ISBN 978-84-9048-528-6
Publisher
Universitat Poliècnica de València