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- Homework in primary education from the perspective of teachers and pupilsPublication . Costa, Marina; Cardoso, Ana Paula; Lacerda, Carla; Costa Lopes, Ana Maria; Gomes, CelesteThis study aims to understand the perceptions of teachers and students of the 4th year of schooling regarding homework and its relationship with the act of studying. A comparative research of a descriptive-correlational nature was undertaken, comprising two questionnaires one to the teachers and another to their pupils. The study covered a sample of fourteen primary teachers from all Nelas municipality state schools (central region of Portugal), and 128 pupils, aged from 9 to 11 years and of both sexes, in identical percentage. Data obtained show that all teachers ask their students to do homework, especially in the areas of Portuguese and Mathematics and consider it essential for learning. The students generally like to do their homework and consider it important. For the most part, if they could decide, students would do homework because it helps them to consolidate the content taught. Knowing the teachers and students perceptions about the homework is fundamental to developing teaching strategies that contribute to the academic success of all students.
- GROUP WORK METHODOLOGY IN THE DIFFERENT SUBJECT AREAS OF PRIMARY EDUCATION FROM TEACHERS AND STUDENTS’ PERSPECTIVEPublication . Santos, Joana; Rocha, João; Cardoso, Ana Paula; Costa Lopes, Ana MariaGroup work is a methodology that allows the student to learn in interaction with his/her peers, through active involvement and participation in the teaching-learning process. However, this teaching practice isn’t always welcome by all teachers, as it implies a pedagogical organization that contrasts in many ways to the traditional teaching model. In addition, there is still no common understanding of the age at which it should be implemented or of the actual benefits it can provide to students. Bearing this assumption in mind, our goal was to find out more about teachers and students’ perspectives on group work methodology and how it should be used in the different subject areas of primary education. Our main research objectives were to understand the importance attached to this methodology, the subjects in which this methodology is most frequently implemented, the subjects where students work better in group, and the kind of training in group work methodology received by teachers. A questionnaire was applied in three School Groupings located in Viseu (centre region of Portugal) to a sample composed of 42 primary teachers and to their 4th grade students (218 students). 4th grade was the school year selected because students had already developed group work assignments before. Consequently, they were able to reflect on that past practice. The data obtained showed that group work is felt to be particularly important, both to teachers and students. Differences are quite significant when it comes to express how often that methodology is implemented in the classroom, though. Environmental Studies, Physical Education, and Dramatic Expression are the subject areas where teachers claim to use this methodology on a more regular basis. It should also be noted that more than half of the teachers admit they had no training whatsoever in the field of group work. The conclusions of this study indicate that a more frequent use of this methodology in primary education is beneficial, and highlight the clear need to invest in teacher training, namely in a training plan that focuses on the organization and development of group work in the classroom as a means to improve pedagogical action.
- Conceções e práticas de professores sobre a educação para a cidadania no 1.º Ciclo do Ensino BásicoPublication . Rocha, João; Costa Lopes, Ana Maria; Cardoso, Ana PaulaO trabalho de investigação desenvolvido visa sensibilizar a comunidade científica e, principalmente, todos os professores, para a necessidade de incluir a Educação para a Cidadania, de forma transversal, na sua prática pedagógica diária, tal como é preconizado pela tutela. A partir do estudo empírico realizado damos a conhecer algumas conceções e práticas dos professores, principalmente aquelas que podem ser encaradas como resistências dos mesmos à abordagem desta área. Trata-se de um estudo com caráter descritivo, recorrendo ao inquérito por questionário como técnica de recolha de dados. O instrumento elaborado para o efeito foi aplicado à população dos professores do 1.º Ciclo do Ensino Básico (CEB) do concelho de Viseu, fazendo parte da amostra total da investigação noventa e um professores de quatro agrupamentos de escolas. De entre os resultados obtidos, salientamos que as metodologias que os docentes referem aplicar mais vezes para desenvolverem competências nesta área são os processos de trabalho reflexivo e de trabalho cooperativo entre os alunos. As dimensões da Educação para a Cidadania, definidas nos documentos orientadores, que os professores afirmam estar mais evidentes nas suas práticas são, em primeiro lugar, a educação ambiental/desenvolvimento sustentável, a educação para a igualdade de género e a educação para os direitos humanos. A extensão do currículo e a demasiada importância atribuída aos testes e exames são as maiores dificuldades apontadas pelos docentes à abordagem da Educação para a Cidadania.
- Traditional Toys and Student Motivation and Commitment in Technological EducationPublication . Cardoso, Ana Paula; Correia, Luísa; Rodrigues, Paula; Felizardo, Sara; Costa Lopes, Ana MariaTechnological Education is a subject where students acquire knowledge and technical skills, which will enable them to analyse and resolve specific situations and will prepare them for an increasingly technological world. This course requires students to gain knowledge and know-how such that motivation and commitment are crucial for the development of classroom projects and activities. It is in this context that traditional toys come up in this study as catalysts for motivation and student interest. Thus, the aim of the research performed is to understand whether the units of work related to traditional toys promote the students’ motivation and commitment on Technological Education. In terms of methodology, we carried out an exploratory research of qualitative nature, based on semi-structured interviews with teachers and students in the 2nd cycle of basic education at five schools in the municipality of Viseu, Portugal. Nine teachers and forty-five Technological Education students, aged between 10 and 12 years, attending the 5th and 6th years of schooling participated. Content analysis of the answers revealed that the implementation of units of work involving the construction of traditional toys are conducive to students’ motivation and commitment, constituting an added value in Technological Education. As this is a classroom project, it allows students to apply technical knowledge they have acquired. Thus, starting from a first idea, it allows them to experience all of the stages of toy building, from conception to completion, contributing to greater student satisfaction in the teaching-learning process.
- Homework in the curricular area of mathematics in primary educationPublication . Lopes, Fabiana; Cardoso, Ana Paula; Menezes, Luís; Costa Lopes, Ana MariaThe present study aims to identify the perspectives of pupils and their parents/guardians related to homework in the curricular area of mathematics and how they are implemented. A study was developed using a descriptive research, resorting to various techniques of data collection: a questionnaire for the pupils, an interview to the parents/guardians and documentary research of teachers' homework records. The study involved fifty students of two 4th grade classes of a Portuguese primary school, aged from 9 to 11 years old of both sexes, four parents/guardians of these students and two teachers. Homework is a widespread practice in both classes under study, being part of the daily life of pupils and their families. The type of homework most often requested in the area of Mathematics consists of worksheets that involve algorithmic calculation and some problem solving. Parents are actively involved in supporting their children’s homework, despite the difficulties they experience in such support. Homework represents a pedagogical strategy that is quite common, but seldom a target of reflection. It is important for teachers to reflect on the usefulness, type and extent of homework requested, as well as on student queries and parents’ difficulties in supporting its fulfilment, so that it can be a true complement to classroom learning for all pupils.