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Abstract(s)
Considerando o regulamento da Unidade Curricular de Prática do Ensino Supervisionada um dos seus objetivos é desenvolver capacidades de análise reflexiva, crítica e investigativa das práticas em contexto, prevendo a sua organização, para além da realização de estágio profissional em cada um dos níveis de educação ou ciclos de ensino e disciplinas do domínio de habilitação para a Educação Pré-escolar e para o 1.º Ciclo do Ensino Básico, a realização de Relatório Final da Prática de Ensino Supervisionada. O documento que se apresenta constitui-se nesse Relatório Final. As práticas que nele se incluem, bem como a investigação sobre O jogo como fator de motivação para a aprendizagem, aconteceram em 3 contextos diferentes: Creche, Educação Pré-escolar e 1.º Ciclo do Ensino Básico. Apresentamos os momentos de aprendizagem desenvolvidos referindo que a investigação se centra no jogo e a nossa questão-problema foi: Em que situações, e com que finalidades educativas, pode o jogo funcionar como fator de motivação para a aprendizagem? Para lhe darmos resposta(s) definimos os seguintes objetivos: (i) Compreender se o jogo é um bom recurso para complementar aprendizagens; (ii) Averiguar qual o papel do jogo no desenvolvimento social e interpessoal das crianças; (iii) Desenvolver práticas em contexto, pensando o jogo como um recurso para a realização das finalidades educativas; e (iv) Aferir se os jogos na sala de aula/atividades tornam as crianças mais motivadas para a aprendizagem de conteúdos. A investigação teve como base uma abordagem qualitativa, utilizando a observação participante, os registos fotográficos (Photovoice) e as notas de campo como técnicas e instrumentos de recolha de dados. Após a análise dos dados recolhidos para a investigação, podemos concluir que o jogo pode ser utilizado como recurso/estratégia para uma boa aprendizagem, pois como se constata neste documento conseguimos perceber que as crianças têm gosto na realização dos jogos e conseguem aprender melhor os conteúdos abordados, sentindo-se mais motivadas.
Considering the regulation of the Curricular Unit of Supervised Teaching Practice, one of its objectives is to develop capacities for reflective, critical and investigative analysis of practices in context, providing for their organization, in addition to carrying out a professional internship at each level of education or teaching cycles and subjects in the qualification domain for Pre-school Education and for the 1st Cycle of Basic Education, the completion of the Final Report of the Supervised Teaching Practice. The document presented is this Final Report. The practices that include it, as well as the research on Games as a motivating factor for learning, took place in 3 different contexts: Nursery, Preschool Education and 1st Cycle of Basic Education. We present the learning moments developed by mentioning that research focuses on the game and our problem question was: In what situations, and for what educational purposes, can the game function as a motivating factor for learning? To give you an answer(s) we set the following objectives: (i) Understand if the game is a good resource to complement learning; (ii) Find out what role the game plays in the social and interpersonal development of children; (iii) Develop practices in context, thinking of the game as a resource for the realization of educational purposes; and (iv) Assess if the games in the classroom/activities make children more motivated to learn content. The research was based on a qualitative approach, using participant observation, photographic records (Photovoice) and field notes as techniques and tools for data collection. After analyzing the data collected for the research, we can conclude that the game can be used as a resource/strategy for good learning, because as shown in this document we can perceive that child have a taste for games and can learn better the contents discussed, feeling more motivated.
Considering the regulation of the Curricular Unit of Supervised Teaching Practice, one of its objectives is to develop capacities for reflective, critical and investigative analysis of practices in context, providing for their organization, in addition to carrying out a professional internship at each level of education or teaching cycles and subjects in the qualification domain for Pre-school Education and for the 1st Cycle of Basic Education, the completion of the Final Report of the Supervised Teaching Practice. The document presented is this Final Report. The practices that include it, as well as the research on Games as a motivating factor for learning, took place in 3 different contexts: Nursery, Preschool Education and 1st Cycle of Basic Education. We present the learning moments developed by mentioning that research focuses on the game and our problem question was: In what situations, and for what educational purposes, can the game function as a motivating factor for learning? To give you an answer(s) we set the following objectives: (i) Understand if the game is a good resource to complement learning; (ii) Find out what role the game plays in the social and interpersonal development of children; (iii) Develop practices in context, thinking of the game as a resource for the realization of educational purposes; and (iv) Assess if the games in the classroom/activities make children more motivated to learn content. The research was based on a qualitative approach, using participant observation, photographic records (Photovoice) and field notes as techniques and tools for data collection. After analyzing the data collected for the research, we can conclude that the game can be used as a resource/strategy for good learning, because as shown in this document we can perceive that child have a taste for games and can learn better the contents discussed, feeling more motivated.
Description
Keywords
Creche Educação Pré-escolar 1.º Ciclo do Ensino Básico Importância dos jogos na aprendizagem Construção de conhecimento