| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 2.53 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
O relatório final que apresentamos incide nas práticas educativas realizadas ao longo da unidade curricular de Prática de Ensino Supervisionada (PES) realizada nos contextos de Creche, Educação Pré-escolar e 1.º Ciclo do Ensino Básico, integrada no 2.º ano do plano de estudos do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico, da Escola Superior de Educação, do Instituto Politécnico de Bragança. Este relatório pretende perceber as Potencialidade(s) da robótica educativa no processo de ensino-aprendizagem, e, para tal, definimos a seguinte questão-problema: Serão as atividades de robótica educativa (RE) nos contextos de Creche, Educação Pré-escolar e 1.º CEB suscetíveis de promover o desenvolvimento de competências nas diferentes áreas do saber? Para lhe darmos resposta(s) delineamos os seguintes objetivos: (i) Analisar a utilização da robótica como um recurso importante, rico e diversificado no processo de ensino-aprendizagem; (ii) Desenvolver experiências de aprendizagem com recurso à robótica para o desenvolvimento do ensino-aprendizagem; (iii) Promover o pensamento crítico das crianças em atividades com robôs; e (iv) Analisar experiências de aprendizagem a partir das estratégias implementadas com a utilização de material direcionado para o ensino da robótica. O estudo realizado nos contextos de prática foca-se numa abordagem de natureza qualitativa, tendo como técnicas, a observação participante e instrumentos de recolha de dados, as notas de campo, os registos fotográficos e as produções das crianças. Através das experiências de aprendizagem possibilitou-nos compreender a importância de desenvolver atividades no âmbito da RE que correspondessem aos interesses e necessidades das crianças, sendo que analisamos algumas potencialidades da RE no processo de ensino aprendizagem, bem como a motivação e o entusiasmo das crianças, o trabalho colaborativo e as competências de comunicação, o raciocínio e o pensamento abstrato, autonomia na aprendizagem e a imaginação e a criatividade. Tendo em conta os resultados alcançados, devemos considerar que a utilização da RE se revelou uma ferramenta pedagógica significativa proporcionando experiências diversificadas para a formação das futuras gerações.
The final report that we present reflects on the educational practices realized during the curricular unity of Supervised Teaching Practice (STP) realized on the context of Daycare, in Education Pre-School and the 1st Cycle of the Basic Education, integrated on the 2nd year of the studies plan of Master in PreSchool Education and Teaching of 1st school Cycle of the Basic Education, the Superior Education School, of the Polytecnic Institute of Bragança. This report pretends to realize the potentials of educational robotics in the teaching learning process, and for that we define the following problems: Will the educational robotic activities in the day care context, pre-school education and 1º CEB susceptible to promote the development of skills on the different áreas of knowing? To give those answers we outlined the following goals: (i) Analyse the robotic use as na importante ressource, wealth and diversified in the process of teaching-learning; (ii) Develop learning experiences using robotics for the development of the teaching-learning; (iii) Promote the critic though of the children in activities with robots; (iv) Analyse experiencies of learning from the implemented strategies with the utilization of direct materials for the robotic teaching. The realized study on the pratical context focous in na qualitative approach of a nature, having as techniques, the participant observation and collection instruments of data, the field notes, the photografic records and the children‟s production. Across the learning experiences enabled us to understand the importancy to develop activities in the RE field that corresponds to the interests of the children, well as motivation and enthusiasm of the children as well, the colaborative work and the communication competencies, the thinking and the abstract thoughts, autonomy in the learnings and the immagination and creativity. Having in account the reached results, we should consider the utilization of RE that revealed a significative pedagogycal tool providing diverse experiences for the formation of the future generations.
The final report that we present reflects on the educational practices realized during the curricular unity of Supervised Teaching Practice (STP) realized on the context of Daycare, in Education Pre-School and the 1st Cycle of the Basic Education, integrated on the 2nd year of the studies plan of Master in PreSchool Education and Teaching of 1st school Cycle of the Basic Education, the Superior Education School, of the Polytecnic Institute of Bragança. This report pretends to realize the potentials of educational robotics in the teaching learning process, and for that we define the following problems: Will the educational robotic activities in the day care context, pre-school education and 1º CEB susceptible to promote the development of skills on the different áreas of knowing? To give those answers we outlined the following goals: (i) Analyse the robotic use as na importante ressource, wealth and diversified in the process of teaching-learning; (ii) Develop learning experiences using robotics for the development of the teaching-learning; (iii) Promote the critic though of the children in activities with robots; (iv) Analyse experiencies of learning from the implemented strategies with the utilization of direct materials for the robotic teaching. The realized study on the pratical context focous in na qualitative approach of a nature, having as techniques, the participant observation and collection instruments of data, the field notes, the photografic records and the children‟s production. Across the learning experiences enabled us to understand the importancy to develop activities in the RE field that corresponds to the interests of the children, well as motivation and enthusiasm of the children as well, the colaborative work and the communication competencies, the thinking and the abstract thoughts, autonomy in the learnings and the immagination and creativity. Having in account the reached results, we should consider the utilization of RE that revealed a significative pedagogycal tool providing diverse experiences for the formation of the future generations.
Descrição
Palavras-chave
Robótica educativa Creche Educação Pré-escolar 1.º Ciclo do Ensino Básico