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A abordagem STEM em contexto educativo: conceções de educadores de infância
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Advisor(s)
Abstract(s)
A investigação científica e as práticas em contexto de educação pré-escolar e do ensino do 1.º ciclo do ensino básico têm acompanhado o impacto da utilização de metodologias ativas e participativas no processo de ensino e aprendizagem e têm revelado a sua elevada eficácia no dia a dia de crianças e jovens. Nesta linha de pensamento, a abordagem STEM tem vindo a ganhar espaço e reconhecimento, num mundo cada vez mais científico e tecnológico, e a revelar-se uma a contribuição relevante para a educação da atualidade. Integrado no projeto OleaChain - Habilidades para sustentabilidade e inovação na cadeia de valor dos olivais tradicionais no Interior do Norte de Portugal, o presente estudo tem como objetivo principal recolher e analisar conceções dos educadores de infância de Portugal sobre o uso da abordagem STEM em contexto de jardim de infância. Caraterizado pela natureza qualitativa da investigação, o estudo faz uso de um questionário com questões abertas, construído no Microsoft Forms e distribuído por email, e é constituído por uma secção destinada à identificação dos participantes (com seis questões de escolha múltipla e uma questão de resposta aberta) e outra secção referente às conceções e práticas sobre STEM (com cinco questões de resposta aberta e uma de escolha). Para a análise de dados, recorreu-se à análise de conteúdo para a respetiva interpretação. Observa-se que os educadores de infância implicam, nas suas práticas, momentos de exploração de ciências, tecnologia, engenharia e matemática (práticas STEM), mas tendem a não relacionar essas explorações, de forma explícita, diretamente com a abordagem STEM, pelo que se torna essencial que projetos, como o OleaChain, sejam desenvolvidos nos contextos educativos e contribuam para práticas mais inovadoras e mais próximas do dia a dia das crianças e jovens.
Scientific research and classroom practices have accompanied the impact of the use of active and participatory methodologies in the teaching and learning process and have revealed their high effectiveness in the daily lives of children and young people. In this line of thought, the STEM approach has been gaining space and recognition in an increasingly scientific and technological world and proving to be a relevant contribution to education today. Integrated into the project OleaChain - Skills for sustainability and innovation in the value chain of traditional olive groves in the Northern Interior of Portugal, this study aims to collect and analyze conceptions of Portuguese kindergarten teachers about the use of the STEM approach in kindergarten contexts. Characterized by the qualitative nature of the research, the study makes use of a questionnaire with open questions, built-in Microsoft Forms and distributed by email, and is composed of a section for the identification of the participants (with six multiple-choice questions and one open-ended question) and another section concerning the conceptions and practices about STEM (with five open-ended questions and one open-ended question). For data analysis, content analysis was used for interpretation. It was observed that early childhood educators involve moments of exploration of science, technology, engineering, and mathematics (STEM practices) in their practices, but they tend not to relate these explorations directly and explicitly to the STEM approach, which makes it essential for projects such as OleaChain to be developed in educational settings and contribute to more innovative practices that are closer to the daily lives of children and young people.
Scientific research and classroom practices have accompanied the impact of the use of active and participatory methodologies in the teaching and learning process and have revealed their high effectiveness in the daily lives of children and young people. In this line of thought, the STEM approach has been gaining space and recognition in an increasingly scientific and technological world and proving to be a relevant contribution to education today. Integrated into the project OleaChain - Skills for sustainability and innovation in the value chain of traditional olive groves in the Northern Interior of Portugal, this study aims to collect and analyze conceptions of Portuguese kindergarten teachers about the use of the STEM approach in kindergarten contexts. Characterized by the qualitative nature of the research, the study makes use of a questionnaire with open questions, built-in Microsoft Forms and distributed by email, and is composed of a section for the identification of the participants (with six multiple-choice questions and one open-ended question) and another section concerning the conceptions and practices about STEM (with five open-ended questions and one open-ended question). For data analysis, content analysis was used for interpretation. It was observed that early childhood educators involve moments of exploration of science, technology, engineering, and mathematics (STEM practices) in their practices, but they tend not to relate these explorations directly and explicitly to the STEM approach, which makes it essential for projects such as OleaChain to be developed in educational settings and contribute to more innovative practices that are closer to the daily lives of children and young people.
Description
Keywords
Abordagem STEM Educação de infância Conceções e práticas de educadores de infância Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Citation
Azevedo, Maria; Ribeiro, Cristiana; Pires, Manuel Vara; Mesquita, Cristina (2022). A abordagem STEM em contexto educativo: conceções de educadores de infância. In Cristina Mesquita, Manuel Vara Pires, Rui Pedro Lopes (Eds.). VI Encontro Internacional de Formação na Docência (INCTE): livro de atas. Bragança: Instituto Politécnico. p. 579-590. ISBN 978-972-745-301-6
Publisher
Instituto Politécnico de Bragança