| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 1.37 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Nos dias que correm, cada vez mais, surgem questões ambientais às quais somos chamados
a responder enquanto cidadãos responsáveis e comprometidos. Assim, torna-se fundamental
que desde os níveis de educação e ensino iniciais, se valorizem estas questões. Este relatório
surge como resultado da Prática de Ensino Supervisionada (PES) e significa também o
término de um ciclo de estudos que habilita para a docência, lecionado na Escola Superior
de Educação do Instituo Politécnico de Bragança. A PES decorreu durante o ano letivo
2020/2021, tendo trabalhado com um grupo da educação pré-escolar (EPE), de organização
vertical em termos de idade e outro do 1.º ano, do 1.º ciclo do ensino básico (1.ºCEB). Da
preocupação por questões educativas e ambientais surgiu o interesse em abordar, na PES, os
recursos naturais, nomeadamente a água. Por conseguinte pretendeu-se analisar e recolher
dados que respondessem à questão problema: Que conceções têm as crianças sobre os
recursos naturais, nomeadamente sobre a água? Tendo-se definido como objetivos da
investigação i) identificar a compreensão de conceitos ambientais pelas crianças; ii)
planificar e implementar experiências de ensino-aprendizagem sobre a água; iii) perceber
quais são as conceções das crianças sobre a importância dos recursos naturais,
nomeadamente sobre a água e iv) contribuir para a promoção de uma consciência ambiental.
Tendo isto em consideração optamos por uma investigação de natureza qualitativa e
recorreu-se à análise de conteúdo. Os dados para análise derivaram da planificação e
execução das experiências de ensino-aprendizagem, das notas de campo registadas, da
observação, das entrevistas às crianças e ainda de fotografias. As crianças da EPE
demonstraram que tinham bem presente as noções da importância da água, nomeadamente
para a existência e manutenção dos seres vivos, perceberam os conceitos inerentes ao ciclo
da água e tinham noção da água enquanto recurso natural finito. As crianças do 1.ºCEB
reconheciam conceitos intrínsecos às funções da água, identificaram algumas
práticas/comportamentos para a poupança de água, tais como desafios da gestão da água e
ainda tinham bem clara, a ideia da finitude da água, enquanto recurso natural. Deste modo,
com as respostas obtidas conseguimos corroborar a ideia defendida por alguns autores de
que a educação ambiental (EA) desde anos iniciais tem um papel fulcral na formação de
cidadãos que sejam interventivos na sociedade, nomeadamente na área ambiental.
Nowadays, environmental issues increasingly arise to which we are called to respond as responsible and committed citizens. Thus, it is essential that since the early education and teaching levels, these issues are valued. This report comes as a result of the Supervised Teaching Practice (PES) and also means the end of a study cycle that qualifies for teaching, taught at the School of Education of the Polytechnic Institute of Bragança. The PES took place during the school year 2020/2021, having worked with a group of pre-school education (EPE), of vertical organization in terms of age, and another group of the 1st year of the 1st cycle of basic education (1.ºCEB). From the concern for educational and environmental issues arose the interest in addressing, in PES, natural resources, particularly water. Therefore, we intended to analyze and collect data to answer the problem question: What conceptions do children have about natural resources, particularly about water? Having defined as research objectives i) identify children's understanding of environmental concepts; ii) plan and implement teaching-learning experiences about water; iii) understand children's conceptions about the importance of natural resources, namely water and iv) contribute to the promotion of environmental awareness. Taking this into account we opted for a qualitative research and used content analysis. The data for analysis was derived from the planning and execution of the teaching-learning experiences, from the recorded field notes, from observation, from interviews with the children and from photographs. The kindergarten children demonstrated that they were very aware of the importance of water, namely for the existence and maintenance of living beings, they understood the concepts inherent to the water cycle and had a notion of water as a finite natural resource. The 1st grade children recognized concepts intrinsic to the functions of water, identified some water saving practices/behaviors, such as water management challenges, and also had a very clear idea of the finiteness of water as a natural resource. Thus, with the answers obtained we were able to corroborate the idea advocated by some authors that environmental education (EE) since the early years has a key role in the formation of citizens who are active in society, particularly in the environmental area.
Nowadays, environmental issues increasingly arise to which we are called to respond as responsible and committed citizens. Thus, it is essential that since the early education and teaching levels, these issues are valued. This report comes as a result of the Supervised Teaching Practice (PES) and also means the end of a study cycle that qualifies for teaching, taught at the School of Education of the Polytechnic Institute of Bragança. The PES took place during the school year 2020/2021, having worked with a group of pre-school education (EPE), of vertical organization in terms of age, and another group of the 1st year of the 1st cycle of basic education (1.ºCEB). From the concern for educational and environmental issues arose the interest in addressing, in PES, natural resources, particularly water. Therefore, we intended to analyze and collect data to answer the problem question: What conceptions do children have about natural resources, particularly about water? Having defined as research objectives i) identify children's understanding of environmental concepts; ii) plan and implement teaching-learning experiences about water; iii) understand children's conceptions about the importance of natural resources, namely water and iv) contribute to the promotion of environmental awareness. Taking this into account we opted for a qualitative research and used content analysis. The data for analysis was derived from the planning and execution of the teaching-learning experiences, from the recorded field notes, from observation, from interviews with the children and from photographs. The kindergarten children demonstrated that they were very aware of the importance of water, namely for the existence and maintenance of living beings, they understood the concepts inherent to the water cycle and had a notion of water as a finite natural resource. The 1st grade children recognized concepts intrinsic to the functions of water, identified some water saving practices/behaviors, such as water management challenges, and also had a very clear idea of the finiteness of water as a natural resource. Thus, with the answers obtained we were able to corroborate the idea advocated by some authors that environmental education (EE) since the early years has a key role in the formation of citizens who are active in society, particularly in the environmental area.
Description
Keywords
Educação pré-escolar 1.º ciclo do ensino básico Prática de ensino supervisionada Educação ambiental Água