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Prática de Ensino Supervisionada - O Reconhecimento de Padrões como contributo para o desenvolvimento do Pensamento Computacional: uma abordagem sem recurso a Tecnologias Digitais
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Advisor(s)
Abstract(s)
O presente Relatório Final de Estágio resulta do trabalho realizado no contexto do estágio de iniciação à prática profissional que foi realizado no âmbito da Unidade Curricular de Prática de Ensino Supervisionada do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico, da Escola Superior de Educação do Instituto Politécnico de Bragança. Inclui um estudo concretizado durante as práticas letivas nos 1º e 2º Ciclos do Ensino Básico e que foram desenvolvidas com uma turma de 1º ano, uma turma de 5º ano em Ciências Naturais e uma turma de 6.º ano em Matemática. Nestes contextos, foi realizado um estudo de natureza qualitativa que foi orientado para responder à questão-problema: de que forma o Reconhecimento de Padrões, enquanto prática do Pensamento Computacional, pode influenciar o processo de Ensino e Aprendizagem dos alunos dos 1º e 2º Ciclos do Ensino Básico em contextos sem recurso a tecnologias digitais? Os objetivos específicos definidos foram os seguintes:
(i) Identificar as estratégias cognitivas que os alunos mobilizam ao descobrirem e generalizarem Padrões e (ii) Compreender como o Reconhecimento de Padrões se articula com as outras práticas do Pensamento Computacional no processo de Ensino e Aprendizagem. A intervenção pedagógica foi baseada em diferentes documentos oficiais nomeadamente: as Aprendizagens Essenciais de Matemática, Aprendizagens Essenciais-Ensino Básico de Português, Expressão Artística e Estudo do Meio do 1º Ciclo e Ciências Naturais do 2º Ciclo, o Perfil dos Alunos à Saída da Escolaridade Obrigatória e em documentos científicos. Todas as Experiências de Ensino e Aprendizagem desenvolvidas procuraram promover a interdisciplinaridade e a consequente articulação das diferentes áreas de conteúdo, nos diferentes domínios e subdomínios, associada ao Reconhecimento de Padrões e ao Pensamento Computacional. Assim, este Relatório Final de Estágio destaca a importância do Reconhecimento de Padrões como uma abordagem pedagógica capaz de promover aprendizagens significativas entre os diversos saberes curriculares para além da Matemática, o que contribui para melhorar a qualidade do ensino e o sucesso nos ciclos iniciais do ensino básico pois estimula o interesse e a curiosidade dos alunos. A prática profissional supervisionada mostrou-se essencial para o desenvolvimento das minhas competências pedagógicas enquanto futura docente, preparando-me para enfrentar os desafios da sala de aula e contribuir para a formação integral dos alunos.
This Final Internship Report results from the work carried out in the context of the internship for the initiation into professional practice, which was conducted within the scope of the Supervised Teaching Practice course of the Master's in Teaching the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education, at the School of Education of the Polytechnic Institute of Bragança. It includes a study carried out during teaching practice in the 1st and 2nd Cycles of Basic Education, developed with a 1st-grade class, a 5th-grade Natural Sciences class, and a 6th-grade Mathematics class. In these contexts, a qualitative study was conducted aimed at addressing the research question: in what way can Pattern Recognition, as a practice of Computational Thinking, influence the Teaching and Learning process of students in the 1st and 2nd Cycles of Basic Education in contexts without the use of digital technologies? Are definid the following specific objectives: (i) To identify the cognitive strategies that students employ when discovering and generalizing Patterns; and (ii) To understand how Pattern Recognition is linked with other Computational Thinking practices in the Teaching and Learning process. The intervention was based on various official documents, such as: the Essential Learnings in Mathematics (AEM), Essential Learnings (AE), and the Student Profile at the End of Compulsory Education (PASEO), as well as on scientific documents. All Teaching and Learning Experiences developed sought to promote interdisciplinarity and the consequent integration of different content areas, across various domains and subdomains, associated with Pattern Recognition and Computational Thinking. Thus, this Final Internship Report highlights the importance of Pattern Recognition as a pedagogical approach capable of promoting meaningful learning across various curricular areas beyond Mathematics, which contributes to improving the quality of teaching and success in the early years of basic education, as it stimulates students' interest and curiosity. Supervised professional practice proved essential for the development of my pedagogical skills as a future teacher, preparing me to face classroom challenges and contribute to the holistic development of my students.
This Final Internship Report results from the work carried out in the context of the internship for the initiation into professional practice, which was conducted within the scope of the Supervised Teaching Practice course of the Master's in Teaching the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education, at the School of Education of the Polytechnic Institute of Bragança. It includes a study carried out during teaching practice in the 1st and 2nd Cycles of Basic Education, developed with a 1st-grade class, a 5th-grade Natural Sciences class, and a 6th-grade Mathematics class. In these contexts, a qualitative study was conducted aimed at addressing the research question: in what way can Pattern Recognition, as a practice of Computational Thinking, influence the Teaching and Learning process of students in the 1st and 2nd Cycles of Basic Education in contexts without the use of digital technologies? Are definid the following specific objectives: (i) To identify the cognitive strategies that students employ when discovering and generalizing Patterns; and (ii) To understand how Pattern Recognition is linked with other Computational Thinking practices in the Teaching and Learning process. The intervention was based on various official documents, such as: the Essential Learnings in Mathematics (AEM), Essential Learnings (AE), and the Student Profile at the End of Compulsory Education (PASEO), as well as on scientific documents. All Teaching and Learning Experiences developed sought to promote interdisciplinarity and the consequent integration of different content areas, across various domains and subdomains, associated with Pattern Recognition and Computational Thinking. Thus, this Final Internship Report highlights the importance of Pattern Recognition as a pedagogical approach capable of promoting meaningful learning across various curricular areas beyond Mathematics, which contributes to improving the quality of teaching and success in the early years of basic education, as it stimulates students' interest and curiosity. Supervised professional practice proved essential for the development of my pedagogical skills as a future teacher, preparing me to face classroom challenges and contribute to the holistic development of my students.
Description
Keywords
Experiências de ensino e aprendizagem Pensamento computacional Práticas educativas Reconhecimento de padrões