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Authors
Advisor(s)
Abstract(s)
A finalidade deste estudo, é facilitar o sucesso da aprendizagem através de uma metodologia
eficaz de trabalho académico, com total abertura para inovações onde as competências como, a
capacidade de resolução de problemas e raciocínio crítico.
O principal objectivo resumiu-se em avaliar o potencial da metodologia de ensino
Aprendizagem Baseada na Resolução de Problemas (ABRP), para o desenvolvimento de
competências cognitivas, atitudinais, de comunicação e processuais, que conduzam a elevados
níveis de literacia científica em alunos do 1º ciclo do ensino secundário.
Pretendeu-se também perceber se a ABRP implementada a partir de contextos problemáticos do
quotidiano dos alunos e com o recurso a tecnologias inovadoras (uso de audiovisuais,
projectados com recurso ao PowerPoint), fomentava o desenvolvimento das competências
cognitivas complexas, sobretudo, nos alunos dos estratos sociais mais baixos. Para isso,
determinou-se o nível sócio-económico e cultural familiar (NSECF) a que os alunos
pertenciam. Consequentemente e na sequência do objectivo principal, surgiu um segundo
associado, que resumiu-se na produção de materiais didácticos adequados à implementação, em
contexto de sala de aula, da ABRP (para turmas numerosas).
A fundamentação teórica, desta metodologia de ensino é dada pelo contributo das Teorias
seguintes:
De Aprendizagem Significativa de Ausubel, do Desenvolvimento Cognitivo, pelas concepções
construtivistas de Bruner, e pela Sociocultural do Desenvolvimento Cognitivo de Vygotsky.
A investigação envolveu uma turma de 44 alunos que frequentavam, no ano lectivo de 2011/12,
a 9ª Classe no Liceu Nacional de S. Tomé e Príncipe, principal escola secundária do país.
A metodologia de ensino orientada para a ABRP foi implementada na disciplina de biologia e
em duas fases, durante as quais foram leccionadas duas unidades curriculares, Sistema
Reprodutor e Sistema Digestivo.
Os contextos problemáticos foram construídos em suporte digital para utilização em projecção
do PowerPoint. Paralelamente a isto, distribuiu-se aos alunos folhas de A4, para que pudessem
escrever desenhar, tomar anotações, registo das actividades realizadas ao longo das aulas etc.
Esses registos foram obviamente guardados para mais tarde rever e modificar.
Os dados foram obtidos através de diversos instrumentos de recolha: testes de avaliação, grelha
de auto-avaliação de competências (aluno), grelha de observação de competências (professor) e
diário do investigador.
Os resultados anunciam que esta metodologia de ensino implementada, potencia o
desenvolvimento, em simultâneo e transversalmente, de competências nos domínios do
Conhecimento (substantivo, processual e epistemológico), do Raciocínio, da Comunicação e
das Atitudes, preconizadas nas orientações curriculares para o 1º Ciclo do Ensino Secundário.
Isto sobrevém quando se confere ao interacção social, através de problemas reais ligados às
suas vivências e a comportamentos que exigem aluno o principal papel no desenvolvimento das
aprendizagens em ambientes colaborativos, ou seja, em a procura de solução para esses
problemas. Considera-se que as potencialidades da metodologia utilizada (ABRP), é
responsável pelos bons resultados obtidos nas várias competências. Sobretudo em alunos de
estratos sociais mais baixos.
The finality of this study is to facilitate the learning trough a efficient academic work methodology, with the total chance for innovation where the competencies like, the capacity of solving problems and critical thinking. The principal objective is to measure the potentials of teaching methodology called Problem Based Learning (PBL), for the development of cognitive competencies, attitudinal, procedural and communicating, that leads to high to high levels of scientific literacy at the first cycle of secondary school. We intended also to understand if PBL implemented from the problematic students daily context and also with resources from the innovating technology (uses of audiovisuals, projected with resource to PowerPoint), foments the development of complex cognitive competencies, above all, in the students from lower social class. For this the socioeconomical and cultural family level (SCFL) that the students belong was determined. As a consequence of the principal objective, the second one came into view, that was the providing of adequate school materials for the implementation, in the context of (large) classroom using PBL. The support of this methodology of learning is given essentially by the followings theories: Ausubel’s meaningful theory of learning Bruner’s constructivist conception Vigotsky’s sociocultural theory of cognitive development. This investigation has involved a class of 44 students that attended the 2011/2012 session, 9th grade in the National Liceu of Sao Tome and Principe, the principal secondary school of the country. The teaching methodology PBL oriented, was implemented in the subject of biology in two stages for which two curricular units were taught, reproductive and digestive systems. The problematic contexts were built in digital support to be used in PowerPoint’s projection. At the same time A4 papers were distributed, so that the students could write, draw, take note, to register the activities done trough the classes, etc. Obviously these note were kept to later review and changes. The data were gotten through several research instruments. Subject test, skill self evaluation (student) skills observation table (teacher) and research diary. The results suggest that the teaching methodology implemented, empowers the development, at the same time and transversally the competencies in domains of skills (substantive, procedural and epistemological), of of Reasoning, Communication and Attitudes, advocated in the curriculum guidance for the 1st cycle of secondary Education. This overcomes when the social interaction, trough the real problems linked with self livings and behaviors that requires student’s principal protagonist in the learning development in the cooperative environment, that is in searching for the solution for these problems. It’s considered that the capacities of PBL methodology implemented, is responsible for the results gotten in several student’s competencies. Especially those from lower social class.
The finality of this study is to facilitate the learning trough a efficient academic work methodology, with the total chance for innovation where the competencies like, the capacity of solving problems and critical thinking. The principal objective is to measure the potentials of teaching methodology called Problem Based Learning (PBL), for the development of cognitive competencies, attitudinal, procedural and communicating, that leads to high to high levels of scientific literacy at the first cycle of secondary school. We intended also to understand if PBL implemented from the problematic students daily context and also with resources from the innovating technology (uses of audiovisuals, projected with resource to PowerPoint), foments the development of complex cognitive competencies, above all, in the students from lower social class. For this the socioeconomical and cultural family level (SCFL) that the students belong was determined. As a consequence of the principal objective, the second one came into view, that was the providing of adequate school materials for the implementation, in the context of (large) classroom using PBL. The support of this methodology of learning is given essentially by the followings theories: Ausubel’s meaningful theory of learning Bruner’s constructivist conception Vigotsky’s sociocultural theory of cognitive development. This investigation has involved a class of 44 students that attended the 2011/2012 session, 9th grade in the National Liceu of Sao Tome and Principe, the principal secondary school of the country. The teaching methodology PBL oriented, was implemented in the subject of biology in two stages for which two curricular units were taught, reproductive and digestive systems. The problematic contexts were built in digital support to be used in PowerPoint’s projection. At the same time A4 papers were distributed, so that the students could write, draw, take note, to register the activities done trough the classes, etc. Obviously these note were kept to later review and changes. The data were gotten through several research instruments. Subject test, skill self evaluation (student) skills observation table (teacher) and research diary. The results suggest that the teaching methodology implemented, empowers the development, at the same time and transversally the competencies in domains of skills (substantive, procedural and epistemological), of of Reasoning, Communication and Attitudes, advocated in the curriculum guidance for the 1st cycle of secondary Education. This overcomes when the social interaction, trough the real problems linked with self livings and behaviors that requires student’s principal protagonist in the learning development in the cooperative environment, that is in searching for the solution for these problems. It’s considered that the capacities of PBL methodology implemented, is responsible for the results gotten in several student’s competencies. Especially those from lower social class.
Description
Keywords
Resolução de Problemas Alunos da 9ª Classe São Tomé e Príncipe