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Advisor(s)
Abstract(s)
O tema que nos propusemos investigar e cujos resultados se demonstram neste relatório,
realizado no âmbito da Unidade Curricular de Prática de Ensino Supervisionada (PES), foi
O jogo como estratégia de ensino e aprendizagem. O que nos levou à escolha deste tema e
respetiva investigação foi o facto de termos sentido necessidade de envolver mais as
crianças na sua aprendizagem e pelo facto de entendermos o jogo como uma estratégia (ou
recurso pedagógico) indispensável no ensino, isto pelo facto de considerarmos que
poderíamos tornar as aulas mais dinâmicas e motivar as crianças a aprenderem melhor os
conteúdos. Para que tudo isto fosse possível, procuramos dar resposta(s) à seguinte
questão-problema: Que oportunidades de aprendizagem poderemos proporcionar às
crianças se utilizarmos o jogo como estratégia na exploração de conteúdos? E delineamos
como objetivos: (i) Compreender como o jogo pode facilitar o desenvolvimento social e
pessoal das crianças; (ii) Refletir sobre as estratégias de jogo propostas na Educação Pré escolar e no 1.º Ciclo do Ensino Básico; (iii) Utilizar o jogo como recurso para desenvolver
estratégias de aprendizagem; (iv) Avaliar como as crianças se sentem motivadas com o
jogo no processo de ensino-aprendizagem. A investigação seguiu uma linha de abordagem
qualitativa, tendo sido usado como técnicas e respetivos instrumentos de recolha de dados
a observação direta e participante, as notas de campo, os registos fotográficos, as
produções das crianças e o inquérito de autoavaliação do jogo. Com os dados obtidos e
depois da análise realizada foi-nos possível perceber de que forma os jogos têm um papel
fundamental no desenvolvimento das crianças e a sua importância na sala de
atividades/aula como estratégia de aquisição de conhecimentos e de capacidades, tais como
autonomia, integração, cooperação e respeito pelo outro.
The theme that we proposed to investigate and whose results are demonstrated in this report, carried out in the scope of the Curricular Unit of Supervised Teaching Practice (STP), was The game as a teaching and learning strategy. What led us to choose this theme and respective research was the fact that we felt the need to involve children more in their learning and the fact that we understand the game as an essential strategy (or pedagogical resource) in teaching, this because we consider it that we could make classes more dynamic and motivate children to learn the content in a better way. For all this to be possible, we tried to answer the following problem-question: What learning opportunities can we provide to children if we use the game as a strategy in the exploration of content? And we outline as objectives: (i) Understand how the game can facilitate the social and personal development of children; (ii) Reflect on the game strategies proposed in pre school education and in the 1st cycle of basic education; (iii) Use the game as a resource to develop learning strategies; (iv) Assess how children feel motivated with the game in the teaching-learning process. The investigation followed a qualitative approach, with direct and participant observation, field notes, photographic records, children's productions and the game's self-assessment survey being used as techniques and instruments for data collection. With the data obtained and after the analysis performed, it was possible to understand how games play a fundamental role in the development of children and their importance in the classroom/activity room as a strategy for acquiring knowledge and skills, such as autonomy, integration, cooperation and respect for others.
The theme that we proposed to investigate and whose results are demonstrated in this report, carried out in the scope of the Curricular Unit of Supervised Teaching Practice (STP), was The game as a teaching and learning strategy. What led us to choose this theme and respective research was the fact that we felt the need to involve children more in their learning and the fact that we understand the game as an essential strategy (or pedagogical resource) in teaching, this because we consider it that we could make classes more dynamic and motivate children to learn the content in a better way. For all this to be possible, we tried to answer the following problem-question: What learning opportunities can we provide to children if we use the game as a strategy in the exploration of content? And we outline as objectives: (i) Understand how the game can facilitate the social and personal development of children; (ii) Reflect on the game strategies proposed in pre school education and in the 1st cycle of basic education; (iii) Use the game as a resource to develop learning strategies; (iv) Assess how children feel motivated with the game in the teaching-learning process. The investigation followed a qualitative approach, with direct and participant observation, field notes, photographic records, children's productions and the game's self-assessment survey being used as techniques and instruments for data collection. With the data obtained and after the analysis performed, it was possible to understand how games play a fundamental role in the development of children and their importance in the classroom/activity room as a strategy for acquiring knowledge and skills, such as autonomy, integration, cooperation and respect for others.
Description
Keywords
Educação Pré-escolar 1.º Ciclo do Ensino Básico Prática de Ensino Supervisionada Aprendizagem Educação Pré-escolar, 1.º Ciclo do Ensino jogo no processo ensino-aprendizagem