Browsing by Author "Rocha, Helena A."
Now showing 1 - 4 of 4
Results Per Page
Sort Options
- Abordagem STEAM: do concetual à ideação de uma atividadePublication . Teixeira, Patrícia Bértolo; Martins, Cristina; Rocha, Helena A.A abordagem STE(A)M (acrónimo de Ciência, Matemática, Engenharia, Artes e Matemática) baseia-se na articulação estruturada entre estas diferentes áreas do saber. Para que tal aconteça é necessário que o professor esteja preparado e familiarizado com os fundamentos desta abordagem e desenvolva meios para fazer a gestão de sala de aula em conformidade com os mesmos. Existem vários modelos conceptuais e/ou empíricos e pedagógicos STE(A)M, que derivam de diferentes interpretações e conceções de integração disciplinar. O aspeto mais convergente e transversal destes modelos é o das aptidões, capacidades e competências holísticas que esta abordagem é capaz de melhorar, desde a educação infantil até ao ensino superior. Os estudantes desenvolvem a resolução de problemas, o pensamento crítico, a criatividade, o poder de argumentação, a comunicação, as aptidões tecnológicas, e a ligação a conceitos científicos. As práticas pedagógicas tornam a educação transformadora. Nesta comunicação, pretendemos discutir alguns entendimentos da abordagem STE(A)M, com base na literatura existente e prestaremos particular atenção à matemática e à forma como diferentes autores veem o papel das disciplinas dentro desta abordagem. Igualmente pretendemos apresentar uma proposta de atividade, cuja criação foi despoletada pela questão de um aluno numa escola de Verão: “Onde é o espaço Polis de Bragança? (espaço assim chamado vulgarmente, mas cujo nome é Parque urbano do Fervença). Agradecimentos: Este trabalho foi apoiado pela FCT – Fundação para a Ciência e Tecnologia no âmbito do Projeto UIDB/05777/2020. Centro de Investigação em Educação Básica (CIEB), Instituto Politécnico de Bragança, Portugal.
- Challenges and potential in implementing STE(A)M in teachers’ practices: a systematic reviewPublication . Teixeira, Patrícia Bértolo ; Rocha, Helena A.; Martins, CristinaThe potential of STE(A)M has been widely recognised in recent years; however, challenges have also been identified in the implementation of this approach, making it important to deepen research into teachers’ practices. In this study, we conducted a systematic review focused on teaching practices within a STE(A)M approach, to understand what challenges and limitations teachers encounter, as well as the possibilities authors suggest to overcome them. The research question is: What are the challenges and potentialities of implementing the STE(A)M approach in teachers’ practices? This review analysed articles indexed in the Web of Science and Scopus databases over the last eight years, following the PRISMA scheme. The 26 articles examined highlight challenges such as time management, lack of resources and funding, limited guidance, gaps in teacher training, difficulty integrating subject areas, issues implementing new technologies and obstacles imposed by school structures. In light of these, the following proposals were suggested: placing greater emphasis on STE(A)M in initial and continuing teacher education, increasing support from schools and government bodies, encouraging collaborative work between teachers from different areas, adopting innovative strategies and methodologies and offering a clearer conceptualisation of STE(A)M.
- Deep and shallow water effects on developing preschoolers’ aquatic skillsPublication . Costa, Aldo M.; Marinho, D.A.; Rocha, Helena A.; Silva, A.J.; Barbosa, Tiago M.; Ferreira, Sandra Saraiva; Martins, MartaThe aim of the study was to assess deep and shallow water teaching methods in swimming lessons for preschool children and identify variations in the basic aquatic skills acquired. The study sample included 32 swimming instructors (16 from deep water programs and 16 from shallow water programs) and 98 preschool children (50 from deep water swimming pool and 48 from shallow water swimming pool). The children were also studied regarding their previous experience in swimming (6, 12 and 18 months or practice). Chi-Square test and Fisher's exact test were used to compare the teaching methodology. A discriminant analysis was conducted with Λ wilk's method to predict under what conditions students are better or worse (aquatic competence). Results suggest that regardless of the non-significant variations found in teaching methods, the water depth can affect aquatic skill acquisition - shallow water lessons seem to impose greater water competence particularly after 6 months of practice. The discriminant function revealed a significant association between groups and all predictors for 6 months of swimming practice (p <0.001). Body position in gliding and leg displacements were the main predictors. For 12 and 18 months of practice, the discriminant function do not revealed any significant association between groups. As a conclusion, it seems that the teaching methodology of aquatic readiness based on deep and shallow water programs for preschoolers is not significantly different. However, shallow water lessons could be preferable for the development of basic aquatic skills.
- STE(A)M aprroach: distinguishing and discussing meaningsPublication . Teixeira, Patrícia Bértolo; Martins, Cristina; Rocha, Helena A.The STE(A)M approach has been recognized by several authors for its potential in assisting teaching and learning, and several curriculum standards already value its application in the classroom [1]. This approach is based on the articulation between different areas, the clarification, and the deepening of the concepts being studied. Although there are different approaches, according to the fields involved, STEM and STEAM are two among the most often mentioned in the literature. STEM is based on learning that integrates the following areas of knowledge: Science, Technology, Engineering, and Mathematics. The conceptualization of the STE(A)M approach is not consensual and uniform. There are different models focusing on problem-solving based learning, project-based-learning, design-based learning, and engineering models. Still, different authors [3] [4] [5] present different conceptualizations of this approach. In this paper, we relied on the existing literature to discuss the different understandings of the STE(A)M approach. We will also pay attention to mathematics and how different authors see the disciplines’ role within a STE(A)M approach and discuss the evolution of the mentioned authors’ positions throughout time. Thus, methodologically, we undertook the following steps: (i) literature search based on the selected keywords; (ii) selection of the texts, considering the authors and time gap, in order to analyze the evolution of the research and (iii) collection and organization of the relevant topics for the study. This study aims to present the meanings, conceptualizations, and possible influences present in different models and for understand the evolution of the STEM and STEAM approaches over time. The main findings suggest a focus on the interdisciplinary or transdisciplinary approach as opposed to the primeval years of investigations in STEM and STEAM when many authors advocated a multidisciplinary approach. This change in thinking is due to the need to train students in an integral and holistic manner, developing citizens with transversal knowledge and skills prepared for the current societal challenges.