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A robótica no processo ensino aprendizagem: práticas em 1.º Ciclo do Ensino Básico
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Abstract(s)
A presente dissertação, realizada no âmbito do Mestrado em Supervisão Pedagógica e Inovação em Educação, teve como objetivo geral, compreender como a robótica pode ser integrada nas práticas pedagógicas do 1.º Ciclo do Ensino Básico, promovendo o desenvolvimento integral das crianças. Foi também proposto identificar os benefícios da utilização da robótica no processo de ensino-aprendizagem no 1.º Ciclo do Ensino Básico, com destaque para o impacto nas competências cognitivas, sociais e emocionais das crianças; analisar as práticas pedagógicas que envolvessem a robótica educativa, avaliando a sua eficácia e os desafios associados à sua implementação; explorar o papel dos professores na integração da robótica no ensino, com enfoque na formação, atitudes e perceções dos professores em relação ao uso desta tecnologia; e propor recomendações para uma implementação eficaz da robótica educativa no 1.º Ciclo do Ensino Básico, tendo em conta os contextos escolares portugueses e as boas práticas identificadas. Assim sendo, apresentamos, numa perspetiva teórica, a robótica educativa como uma ferramenta exequível para utilização prática na educação com os objetivos de aprendizagem e desenvolvimento salientados. A investigação foi desenvolvida numa escola pública da região de Trás-os-Montes, na qual foram selecionados 119 sujeitos, nomeadamente 112 crianças, a frequentarem o 1.º, 2.º, 3.º e 4.º anos de escolaridade e 7 professores (titulares de turma). Para atingirmos tal propósito, a investigação desenvolvida, sustentou-se numa abordagem mista, nomeadamente qualitativa e quantitativa. A abordagem qualitativa esteve centrada na exploração das perceções, experiências e desafios enfrentados por crianças na utilização da robótica educativa (RE). Enquanto a abordagem quantitativa foi utilizada para medir o impacto desta tecnologia em variáveis como o desempenho escolar, a motivação e o desenvolvimento de competências específicas. Já a observação direta foi utilizada em contextos reais de sala de aula, nas quais a RE foi implementada. Foram criadas grelhas de observação estruturadas para registar comportamentos e interações entre crianças e professores, bem como a utilização prática de algumas ferramentas robóticas. Os critérios de observação incluíram a frequência de participação, a colaboração em grupo, e as reações emocionais das crianças durante as atividades. De acordo com os resultados deste estudo, podemos afirmar que a robótica educativa pode desenvolver, afirmativamente, competências como o pensamento crítico, a criatividade, a autonomia, a colaboração, a comunicação e a capacidade de resolução de problemas, promovendo uma aprendizagem significativa e interdisciplinar em todas as áreas curriculares do 1.º Ciclo do Ensino Básico.
This dissertation, carried out as part of the Master's Degree in Pedagogical Supervision and Innovation in Education, had the overall objective of understanding how robotics can be integrated into the pedagogical practices of the 1st Cycle of Basic Education, promoting the integral development of children. It also sought to identify the benefits of using robotics in the teaching-learning process in primary education, with an emphasis on the impact on children's cognitive, social, and emotional skills; analyze pedagogical practices involving educational robotics, assessing their effectiveness and the challenges associated with their implementation; to explore the role of teachers in integrating robotics into teaching, focusing on the training, attitudes, and perceptions of teachers regarding the use of this technology; and to propose recommendations for the effective implementation of educational robotics in the 1st Cycle of Basic Education, taking into account the Portuguese school contexts and the good practices identified. Therefore, we present, from a theoretical perspective, educational robotics as a feasible tool for practical use in education with the highlighted learning and development objectives. The research was conducted in a public school in the Trás-os-Montes region, where 119 subjects were selected, namely 112 children attending the 1st, 2nd, 3rd, and 4th grades and 7 teachers (classroom teachers). To achieve this purpose, the research was based on a mixed approach, namely qualitative and quantitative. The qualitative approach focused on exploring the perceptions, experiences, and challenges faced by teachers and children in the use of educational robotics (ER). The quantitative approach was used to measure the impact of this technology on variables such as school performance, motivation, and the development of specific skills. Direct observation was used in real classroom contexts where ER was implemented. Structured observation grids were created to record behaviors and interactions between children and teachers, as well as the practical use of some robotic tools. The observation criteria included frequency of participation, group collaboration, and children's emotional reactions during activities. According to the results of this study, we can affirm that educational robotics can positively develop skills such as critical thinking, creativity, autonomy, collaboration, communication, and problem-solving, promoting meaningful and interdisciplinary learning in all curricular areas of the 1st Cycle of Basic Education.
This dissertation, carried out as part of the Master's Degree in Pedagogical Supervision and Innovation in Education, had the overall objective of understanding how robotics can be integrated into the pedagogical practices of the 1st Cycle of Basic Education, promoting the integral development of children. It also sought to identify the benefits of using robotics in the teaching-learning process in primary education, with an emphasis on the impact on children's cognitive, social, and emotional skills; analyze pedagogical practices involving educational robotics, assessing their effectiveness and the challenges associated with their implementation; to explore the role of teachers in integrating robotics into teaching, focusing on the training, attitudes, and perceptions of teachers regarding the use of this technology; and to propose recommendations for the effective implementation of educational robotics in the 1st Cycle of Basic Education, taking into account the Portuguese school contexts and the good practices identified. Therefore, we present, from a theoretical perspective, educational robotics as a feasible tool for practical use in education with the highlighted learning and development objectives. The research was conducted in a public school in the Trás-os-Montes region, where 119 subjects were selected, namely 112 children attending the 1st, 2nd, 3rd, and 4th grades and 7 teachers (classroom teachers). To achieve this purpose, the research was based on a mixed approach, namely qualitative and quantitative. The qualitative approach focused on exploring the perceptions, experiences, and challenges faced by teachers and children in the use of educational robotics (ER). The quantitative approach was used to measure the impact of this technology on variables such as school performance, motivation, and the development of specific skills. Direct observation was used in real classroom contexts where ER was implemented. Structured observation grids were created to record behaviors and interactions between children and teachers, as well as the practical use of some robotic tools. The observation criteria included frequency of participation, group collaboration, and children's emotional reactions during activities. According to the results of this study, we can affirm that educational robotics can positively develop skills such as critical thinking, creativity, autonomy, collaboration, communication, and problem-solving, promoting meaningful and interdisciplinary learning in all curricular areas of the 1st Cycle of Basic Education.
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Robótica educativa Ensino-aprendizagem Práticas 1.º Ciclo do Ensino Básico