Loading...
Publication
Potenciar a Integração Curricular no 1.º CEB através do Design Thinking: Uma experiência formativa e investigativa
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.87 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente Relatório Final de Estágio estrutura-se em duas partes complementares, sendo que a primeira se dedica à reflexão crítica das práticas de ensino supervisionado desenvolvidas no 1.º Ciclo do Ensino Básico (1.º CEB) e na Educação Pré-Escolar (EPE), enquanto a segunda parte se centra no trabalho investigativo, intitulado “Potenciar a Integração Curricular através do Design Thinking: uma experiência formativa e investigativa”. O estudo assumiu como principais objetivos, compreender de que modo a integração curricular pode ser potenciada pelo Design Thinking, analisar a importância do trabalho de grupo no Design Thinking, compreender o papel do professor na implementação do Design Thinking e refletir sobre o contributo do Design Thinking na potenciação da integração curricular. A investigação seguiu uma abordagem qualitativa, sustentada na observação participante, em notas de campo, registos audiovisuais, produções dos alunos e no diário reflexivo, recorrendo à análise de conteúdo e à análise temática. Da análise emergiram quatro categorias principais: Relacionamento Interpessoal; Raciocínio e Resolução de Problemas; Pensamento Crítico e Criativo e; Informação e Comunicação, desdobradas em subcategorias que evidenciam o desenvolvimento de competências sociais, cognitivas e comunicativas dos alunos. Os resultados demonstram que o Design Thinking constitui um recurso pedagógico capaz de potenciar a integração curricular, promovendo aprendizagens significativas entre diferentes áreas do conhecimento. Conclui-se que a aplicação desta metodologia no 1.º CEB se revela promissora, estimulando o pensamento crítico, a criatividade e a resolução colaborativa de problemas, ao mesmo tempo que reforça a articulação entre áreas do saber, contribuindo para práticas inovadoras e inclusivas.
This Final Internship Report is structured in two complementary parts, the first of which is dedicated to a critical reflection on the supervised teaching practices developed in the 1st Cycle of Basic Education (1st CEB) and in Preschool Education (EPE), while the second part focuses on the research work entitled “Enhancing Curriculum Integration through Design Thinking: a formative and investigative experience.” The study's main objectives were to understand how curriculum integration can be enhanced by Design Thinking, analyze the importance of group work in Design Thinking, understand the role of the teacher in implementing Design Thinking, and reflect on the contribution of Design Thinking in enhancing curriculum integration. The research followed a qualitative approach, based on participant observation, field notes, audiovisual recordings, student work, and a reflective journal, using content analysis and thematic analysis.The analysis revealed four main categories: Interpersonal Relationships; Reasoning and Problem Solving; Critical and Creative Thinking; and Information and Communication, broken down into subcategories that highlight the development of students' social, cognitive, and communication skills. The results demonstrate that Design Thinking is a pedagogical resource capable of enhancing curricular integration, promoting meaningful learning across different areas of knowledge. It is concluded that the application of this methodology in the 1st CEB is promising, stimulating critical thinking, creativity, and collaborative problem solving, while strengthening the articulation between areas of knowledge, contributing to innovative and inclusive practices.
This Final Internship Report is structured in two complementary parts, the first of which is dedicated to a critical reflection on the supervised teaching practices developed in the 1st Cycle of Basic Education (1st CEB) and in Preschool Education (EPE), while the second part focuses on the research work entitled “Enhancing Curriculum Integration through Design Thinking: a formative and investigative experience.” The study's main objectives were to understand how curriculum integration can be enhanced by Design Thinking, analyze the importance of group work in Design Thinking, understand the role of the teacher in implementing Design Thinking, and reflect on the contribution of Design Thinking in enhancing curriculum integration. The research followed a qualitative approach, based on participant observation, field notes, audiovisual recordings, student work, and a reflective journal, using content analysis and thematic analysis.The analysis revealed four main categories: Interpersonal Relationships; Reasoning and Problem Solving; Critical and Creative Thinking; and Information and Communication, broken down into subcategories that highlight the development of students' social, cognitive, and communication skills. The results demonstrate that Design Thinking is a pedagogical resource capable of enhancing curricular integration, promoting meaningful learning across different areas of knowledge. It is concluded that the application of this methodology in the 1st CEB is promising, stimulating critical thinking, creativity, and collaborative problem solving, while strengthening the articulation between areas of knowledge, contributing to innovative and inclusive practices.
Description
Keywords
Integração Curricular Design Thinking Trabalho de Grupo 1.º Ciclo do Ensino Básico Curriculum Integration Design Thinking Group Work 1st Cycle of Basic Education
Pedagogical Context
Citation
Publisher
CC License
Without CC licence