Advisor(s)
Abstract(s)
Este trabalho insere-se no âmbito da Prática de Ensino Supervisionada do Mestrado do 1.º Ciclo do
Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico. Definimos, para a
investigação, a seguinte questão: “como podemos integrar as questões ambientais no processo de
ensino-aprendizagem, com o objetivo de consciencialização ambiental dos alunos?”. Neste contexto,
e para lhe dar resposta, formulamos os seguintes objetivos: (i) compreender como os professores
abordam as questões ambientais no processo de ensino-aprendizagem; (ii) desenvolver experiências
de ensino-aprendizagem que envolvam questões ambientais; e (iii) consciencializar os alunos para
diversas questões ambientais e promover o sentido crítico acerca desta temática. O estudo assenta
numa metodologia de natureza qualitativa, cuja recolha de dados recorremos a guiões de entrevistas
aplicados a três professores cooperantes, um Focus Group dirigido a vinte e três alunos do 1.º ciclo
e um inquérito por questionário a quarenta e um alunos do 2.º ciclo. recorremos, ainda, às notas de
campo que foram obtidas durante os nove meses da Prática de Ensino Supervisionada. Relativamente
aos resultados obtidos verificamos que as questões ambientais podem ser, em si mesmas, um fator
motivacional para se planificar e desenvolver aulas diversificadas que despertam o interesse dos
alunos. Através desta estratégia deste estudo, foi possível verificar que o recurso às questões
ambientais, como ferramenta para a consciencialização sobre esta temática em contexto escolar,
constituem um potencial didático valioso que permite aos alunos adquirir práticas e saberes
ambientalmente sustentáveis.
This work is part of the Supervised Teaching Practice of the Master in the Teaching of the 1st Cycle of Basic Education and in Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. The research developed in this study arises from the following question: How can we integrate environmental issues into the teaching-learning process, aiming to students’ environmental awareness? In this context, we formulated the following objectives: (i) understand how cooperating teachers approach environmental issues in the teaching-learning process; (ii) develop teaching-learning experiences that involve environmental issues; and (iii) raise students’ awareness of various environmental issues and promote critical thinking about this theme. The study follows a qualitative methodology: for the data collection, we used guided interviews with three cooperating teachers, a focus group with twenty-three students from the 1st cycle and a questionnaire that was responded by forty-one students from the 2nd cycle. We also used field notes, made during the nine months of the Supervised Teaching Practice. Regarding the results, we found that environmental issues can be, in themselves, a motivating factor to plan and develop diversified classes that arouse the interest of students. It was possible to verify that the use of environmental issues should be part of the teaching-learning process, as a tool for raising awareness about this theme in the school context, and has a valuable didactic potential that allows students to acquire environmentally sustainable practices and knowledge.
This work is part of the Supervised Teaching Practice of the Master in the Teaching of the 1st Cycle of Basic Education and in Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. The research developed in this study arises from the following question: How can we integrate environmental issues into the teaching-learning process, aiming to students’ environmental awareness? In this context, we formulated the following objectives: (i) understand how cooperating teachers approach environmental issues in the teaching-learning process; (ii) develop teaching-learning experiences that involve environmental issues; and (iii) raise students’ awareness of various environmental issues and promote critical thinking about this theme. The study follows a qualitative methodology: for the data collection, we used guided interviews with three cooperating teachers, a focus group with twenty-three students from the 1st cycle and a questionnaire that was responded by forty-one students from the 2nd cycle. We also used field notes, made during the nine months of the Supervised Teaching Practice. Regarding the results, we found that environmental issues can be, in themselves, a motivating factor to plan and develop diversified classes that arouse the interest of students. It was possible to verify that the use of environmental issues should be part of the teaching-learning process, as a tool for raising awareness about this theme in the school context, and has a valuable didactic potential that allows students to acquire environmentally sustainable practices and knowledge.
Description
Keywords
Educação ambiental Experiências de ensino-aprendizagem Questões ambientais Research Subject Categories::SOCIAL SCIENCES::Social sciences::Education
Pedagogical Context
Citation
Fernandes, Júlia Susana; Rodrigues, Maria José (2020). As questões ambientais no processo de ensino-aprendizagem. In Anabela Martins (Coord.) VI Encontro de Jovens Investigadores do Instituto Politécnico de Bragança: livro de resumos. Bragança
Publisher
Instituto Politécnico de Bragança