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Advisor(s)
Abstract(s)
Tendo a perceção de que a complexidade do mundo tem vindo a aumentar de dia para dia,
observamos ser fundamental a existência de pensadores críticos na sociedade, que consigam
dar respostas essenciais aos vários desafios e exigências diárias. Sendo o pensamento crítico
uma das finalidades da educação em ciências, torna-se importante a abordagem desta
temática. No entanto, apesar da crescente valorização nos documentos oficiais, são ainda
poucos os estudos que abordam o seu contributo. Neste enquadramento, surge a presente
investigação, que deriva da práxis em contextos educativos, que procura aprofundar a
temática dando resposta aos seguintes objetivos: (i) planificar atividades de ciências que
estimulem o pensamento crítico; (ii) fomentar a reflexão das crianças e a sua participação
nos diferentes assuntos a ser trabalhados; (iii) promover o desenvolvimento de competências
de pensamento crítico nas crianças através da educação em ciências e, (iv) conhecer as
perceções das educadoras de infância e das professoras de 1.º Ciclo do Ensino Básico (CEB),
intervenientes na PES, no que diz respeito à promoção do pensamento crítico das crianças
na perspetiva da educação em ciências. Importa referir que este estudo foi o culminar de um
percurso de estágio em três diferentes contextos, sendo eles: creche, com um grupo de 2
anos; educação pré-escolar, com um grupo de 5 anos e; 1.º CEB, com um grupo de 8 e 9
anos. O presente estudo seguiu uma linha de cariz qualitativo focada numa recolha e análise
de dados de artigos científicos, livros e trabalhos universitários, tendo os dados sido
recolhidos através de observação participante, de notas de campo, de registos fotográficos,
das produções das crianças, e de inquérito por entrevista. Como resultado, observou-se que
a realização de atividades relacionadas com conteúdos de ciências, em que se utilizaram
metodologias ativas, as crianças conseguiram participar na discussão sobre os assuntos
abordados e refletir sobre as implicações dos conhecimentos adquiridos, por vezes a nível
pessoal e outras vezes a nível social/ambiental, desenvolvendo desta forma competências
promotoras do desenvolvimento do pensamento crítico. Reforçam-se ainda as perceções das
duas educadoras de infância e duas professoras de 1.º CEB, sobre as quais se incidiram as
entrevistas e se analisaram os dados através da análise de conteúdo, tendo as profissionais
afirmado a importância desta temática, focando a utilização de metodologias ativas, o
recurso aos espaços exteriores, os recursos materiais e humanos, bem como a necessidade
sentida em formações de cariz prático.
Having the perception that the complexity of the world has been increasing day by day, we observe that it is essential to have critical thinkers in society, who are able to give essential answers to the various challenges and daily demands. As critical thinking is one of the purposes of science education, it is important to address this issue. However, despite the growing appreciation of critical thinking in official documents, there are still few studies addressing its contribution. In this context, the present research, which stems from the praxis in educational contexts, seeks to deepen the theme by addressing the following objectives: (i) to plan science activities that stimulate critical thinking; (ii) to encourage children's reflection and participation in the different subjects to be worked on; (iii) to promote the development of critical thinking skills in children through science education and; (iv) to identify the perceptions of the kindergarten teachers and primary school teachers involved in the PES regarding the promotion of children's critical thinking in science education. It should be noted that this study was the culmination of a traineeship in three different contexts: kindergarten, with a 2-year-old group; pre-school education, with a 5-year-old group; and primary school, with an 8 and 9-year-old group. The present study followed a qualitative line focused on a collection and analysis of data from scientific articles, books, and university works. The data was collected through participant observation, field notes, photographic records, the children's productions, and an interview survey. As a result, it was observed that the performance of activities related to science contents, in which active methodologies were used, allowed the children to participate in the discussion of the issues addressed and reflect on the implications of the knowledge acquired, sometimes at a personal level and other times at a social/environmental level, thus developing skills that promote the development of critical thinking. The perceptions of the two kindergarten educators and two primary school teachers, who were interviewed, and data analyzed through content analysis, were also reinforced. The professionals affirmed the importance of this theme, focusing on the use of active methodologies, the use of outdoor spaces, material, and human resources, as well as the need for practical training.
Having the perception that the complexity of the world has been increasing day by day, we observe that it is essential to have critical thinkers in society, who are able to give essential answers to the various challenges and daily demands. As critical thinking is one of the purposes of science education, it is important to address this issue. However, despite the growing appreciation of critical thinking in official documents, there are still few studies addressing its contribution. In this context, the present research, which stems from the praxis in educational contexts, seeks to deepen the theme by addressing the following objectives: (i) to plan science activities that stimulate critical thinking; (ii) to encourage children's reflection and participation in the different subjects to be worked on; (iii) to promote the development of critical thinking skills in children through science education and; (iv) to identify the perceptions of the kindergarten teachers and primary school teachers involved in the PES regarding the promotion of children's critical thinking in science education. It should be noted that this study was the culmination of a traineeship in three different contexts: kindergarten, with a 2-year-old group; pre-school education, with a 5-year-old group; and primary school, with an 8 and 9-year-old group. The present study followed a qualitative line focused on a collection and analysis of data from scientific articles, books, and university works. The data was collected through participant observation, field notes, photographic records, the children's productions, and an interview survey. As a result, it was observed that the performance of activities related to science contents, in which active methodologies were used, allowed the children to participate in the discussion of the issues addressed and reflect on the implications of the knowledge acquired, sometimes at a personal level and other times at a social/environmental level, thus developing skills that promote the development of critical thinking. The perceptions of the two kindergarten educators and two primary school teachers, who were interviewed, and data analyzed through content analysis, were also reinforced. The professionals affirmed the importance of this theme, focusing on the use of active methodologies, the use of outdoor spaces, material, and human resources, as well as the need for practical training.
Description
Keywords
Pensamento crítico Educação em ciências Prática de ensino supervisionada Educação pré-escolar 1.º ciclo do ensino básico