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Advisor(s)
Abstract(s)
O primeiro Ciclo do Ensino Básico é uma fase crítica no desenvolvimento das crianças,
onde a aquisição de conhecimento e competências desempenham um papel fundamental.
Nos últimos anos, os makerspaces surgiram como ambientes de aprendizagem
inovadores, promovendo a criação prática, a experimentação e a exploração de
tecnologias emergentes. O interesse crescente pelos makerspaces é evidenciado pela
proliferação destes espaços em escolas, bibliotecas e outros espaços educativos, em todo
o mundo, no entanto, apesar do crescente interesse, há uma carência de pesquisas
aprofundadas sobre o seu impacto na aprendizagem das crianças em idade escolar. O
presente estudo visou contribuir para preencher essa lacuna, investigando o papel e os
efeitos dos makerspaces no processo de aprendizagem no 1.º CEB, sendo norteado pelos
seguintes objetivos i) compreender a necessidade da emergência de uma escola de
competências; ii) compreender a importância das novas propostas pedagógicas
emergentes; iii) Compreender a importância da criação de makerspaces; iv) avaliar o
impacto dos makerspaces no desenvolvimento de competências; v) verificar o impacto
dos makerspaces na motivação das crianças do 1.º CEB para a aprendizagem. e vi)
relacionar o envolvimento em makerspaces com o desempenho académico dos alunos.
Após a revisão da literatura, seguiu-se uma parte prática, dividida em quatro fases,
familiarização com o conceito makerspaces; aquisição, consolidação e aprofundamento
de competências; obtenção de produtos a partir de projetos idealizados pelos alunos e, por
fim, aferição da evolução dos alunos, através da triangulação dos dados recolhidos. No
final deste estudo conseguimos estabelecer uma relação entre a abordagem maker e o
aumento da motivação dos alunos para a aprendizagem, bem como um incremento do seu
sucesso académico. A aquisição das competências para o século XXI (Unesco, 2022)
revelou-se em crescendo, com a realização das atividades propostas. Em suma, com a
realização deste estudo conseguimos provar uma relação intrínseca entre a pedagogia
maker e o sucesso académico dos alunos, com impacto relevante na aquisição das
competências de autonomia, comunicação, colaboração, resolução de problemas, entre
outras. Dada a pertinência do tema, este estudo poderá interessar a professores, entidades
com responsabilidade na formação inicial de professores e decisores políticos que
queiram integrar esta abordagem em futuras alterações curriculares.
Primary School is a critical phase in children's development, where the acquisition of knowledge and skills play a fundamental role. In recent years, makerspaces have emerged as innovative learning environments that promote hands-on creation, experimentation, and the exploration of emerging technologies. The increasing interest in makerspaces in education is evident by their proliferation in schools, libraries, and other educational spaces worldwide. However, despite this growing interest, there is a lack of in-depth research on their impact on the learning of school-age children. This study aimed to contribute to filling this gap by investigating the role and effects of makerspaces in the learning process in the first CEB. It was guided by the following objectives: i) understanding the need for the emergence of a skills-based school; ii) understanding the importance of emerging pedagogical proposals; iii) understanding the significance of establishing makerspaces in schools; iv) evaluating the impact of makerspaces on skill development; v) assessing the impact of makerspaces on the motivation of 1st CEB children for learning; and vi) establishing a relationship between involvement in makerspaces and students' academic performance. After the literature review, a practical phase followed, divided into four stages: getting familiar with the concept of makerspaces, acquiring, consolidating, and deepening skills, obtaining products from projects designed by students, and finally, assessing students' progress through the triangulation of collected data. At the end of this study, we were able to establish a connection between the maker approach and increased student motivation for learning, as well as an improvement in their academic success. The acquisition of 21st-century skills (Unesco, 2022) showed consistent growth through the completion of the proposed activities. In summary, with the completion of this study, we demonstrated an intrinsic relationship between the maker pedagogy and students' academic success, with significant impacts on the acquisition of skills such as autonomy, communication, collaboration, and problem-solving, among others. Given the relevance of this topic, this study may be of interest to teachers, institutions responsible for teacher training, and policymakers looking to incorporate this approach into future curriculum changes.
Primary School is a critical phase in children's development, where the acquisition of knowledge and skills play a fundamental role. In recent years, makerspaces have emerged as innovative learning environments that promote hands-on creation, experimentation, and the exploration of emerging technologies. The increasing interest in makerspaces in education is evident by their proliferation in schools, libraries, and other educational spaces worldwide. However, despite this growing interest, there is a lack of in-depth research on their impact on the learning of school-age children. This study aimed to contribute to filling this gap by investigating the role and effects of makerspaces in the learning process in the first CEB. It was guided by the following objectives: i) understanding the need for the emergence of a skills-based school; ii) understanding the importance of emerging pedagogical proposals; iii) understanding the significance of establishing makerspaces in schools; iv) evaluating the impact of makerspaces on skill development; v) assessing the impact of makerspaces on the motivation of 1st CEB children for learning; and vi) establishing a relationship between involvement in makerspaces and students' academic performance. After the literature review, a practical phase followed, divided into four stages: getting familiar with the concept of makerspaces, acquiring, consolidating, and deepening skills, obtaining products from projects designed by students, and finally, assessing students' progress through the triangulation of collected data. At the end of this study, we were able to establish a connection between the maker approach and increased student motivation for learning, as well as an improvement in their academic success. The acquisition of 21st-century skills (Unesco, 2022) showed consistent growth through the completion of the proposed activities. In summary, with the completion of this study, we demonstrated an intrinsic relationship between the maker pedagogy and students' academic success, with significant impacts on the acquisition of skills such as autonomy, communication, collaboration, and problem-solving, among others. Given the relevance of this topic, this study may be of interest to teachers, institutions responsible for teacher training, and policymakers looking to incorporate this approach into future curriculum changes.
Description
Keywords
1.º CEB Makerspaces Pedagogia Tecnologia Competências