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Abstract(s)
Este relatório foi concretizado no âmbito do mestrado em Ensino do 1.º Ciclo de Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo de Ensino Básico e está dividido em duas partes. A primeira diz respeito à reflexão crítica sobre as práticas em contexto e a segunda a um trabalho de investigação.
Na primeira parte, descrevemos os contextos dos estágios que desenvolvemos nos 1.º e 2.º Ciclos de Ensino Básico e realizámos uma apreciação crítica das competências desenvolvidas em cada contexto, tendo em conta as dimensões, os domínios e os indicadores do Perfil Geral de Desempenho Profissional dos Professores do Ensino Básico descritos no Decreto-Lei n.º 240/2001 de 30 de agosto e, sempre que possível, apresentámos evidências.
Na segunda parte apresentamos um estudo onde procurámos compreender melhor a importância dos recursos didáticos no ensino da Matemática e das Ciências Naturais. Este estudo, de natureza predominantemente qualitativa, teve como objetivos centrais compreender a reação dos alunos perante a utilização do Scratch, a importância da utilização do Scratch nas aulas de Matemática e de Ciências Naturais, bem como as vantagens do Scratch no estabelecimento de relações entre conteúdos da área da Matemática (geometria) e conteúdos da área das Ciências Naturais (alimentação saudável).
Para atingir estes objetivos e responder à questão-problema enunciada no estudo foram realizados um conjunto de procedimentos, como: i) a entrevista inicial, de modo a recolher mais informações acerca de cada participante; ii) o teste diagnóstico para perceber os conteúdos em que os alunos sentiam mais dificuldades; iii) as tarefas Mãos à obra e Pirâmide Alimentar Mediterrânica com recurso ao Scratch e a composição sobre estas aulas; iv) o teste final para comparar os resultados do teste diagnóstico com os do teste final e v) a entrevista final para recolher mais informação sobre as aulas em que os alunos utilizaram o software em questão.
Após a análise dos dados recolhidos concluímos que o Scratch quando utilizado, na sala de aula, pode contribuir para o estabelecimento de relações entre os conteúdos de Matemática e os de Ciências Naturais. Quando devidamente usado pelos alunos pode ser benéfico, na medida em que proporciona momentos de articulação entre conteúdos das duas disciplinas, maior motivação e empenhamento nas tarefas, facilita a compreensão dos conteúdos e desenvolve competências essenciais para o quotidiano.
This report was made within the scope of the masters in Teaching of the 1st Cycle of the Basic Education and the Teaching of Mathematics and Natural Sciences on the 2nd Cycle of the Basic Education and it’s divided into two parts. The first one concerns the critic thought about the pedagogical practices in context and the second part concerns a research task. In the first part, we described the internships context that we developed on the 1st and 2nd Cycle of the Basic Education and performed a critical appreciation of the skills developed during each context, taking into account the dimensions, domains and indicators of the General Profile of the Professional Performance of the Basic Education described on the law decree number 240/2001 of August 30 and, whenever possible, displayed evidences. In the second part we present a study where we sought to better understand the importance of didactic resources on the teaching of Mathematics and Natural Sciences. This study, predominantly of qualitative nature, had as key objectives to understand the students reaction towards the use of Scratch, the importance in the use of Scratch at the classes of Mathematics and Natural Sciences, as well as, the benefits of Scratch on making a bridge between the contents of Mathematics (Geometry) and the contents of the Natural Sciences (healthy food). To reach these objectives, and to answer to the issue-problem enunciated in the study, were performed a set of procedures, such as: i) the initial interview, in order to collect more information on each participant; ii) the diagnostic test, to understand the content in which the students struggled more; iii) the tasks Get to work and the Mediterranean Food Pyramid using Scratch as a resource; iv) the final test, to compare the results of the diagnostic test with the ones from the final test and v) the final interview in order to collect more information regarding the classes in which the students used the software in question. After the analysis of the data collected we came to a conclusion that the Scratch, when used in the classroom, can contribute to establish a link between the contents of Mathematics and the contents of Natural Sciences. When the software is used properly by the students it can be highly beneficial in a way that it provides moments of articulation between contents of the two disciplines, a bigger motivation and effort on the tasks at hand, it facilitates the understanding of contents and it develops vital skills that can be used on the everyday life.
This report was made within the scope of the masters in Teaching of the 1st Cycle of the Basic Education and the Teaching of Mathematics and Natural Sciences on the 2nd Cycle of the Basic Education and it’s divided into two parts. The first one concerns the critic thought about the pedagogical practices in context and the second part concerns a research task. In the first part, we described the internships context that we developed on the 1st and 2nd Cycle of the Basic Education and performed a critical appreciation of the skills developed during each context, taking into account the dimensions, domains and indicators of the General Profile of the Professional Performance of the Basic Education described on the law decree number 240/2001 of August 30 and, whenever possible, displayed evidences. In the second part we present a study where we sought to better understand the importance of didactic resources on the teaching of Mathematics and Natural Sciences. This study, predominantly of qualitative nature, had as key objectives to understand the students reaction towards the use of Scratch, the importance in the use of Scratch at the classes of Mathematics and Natural Sciences, as well as, the benefits of Scratch on making a bridge between the contents of Mathematics (Geometry) and the contents of the Natural Sciences (healthy food). To reach these objectives, and to answer to the issue-problem enunciated in the study, were performed a set of procedures, such as: i) the initial interview, in order to collect more information on each participant; ii) the diagnostic test, to understand the content in which the students struggled more; iii) the tasks Get to work and the Mediterranean Food Pyramid using Scratch as a resource; iv) the final test, to compare the results of the diagnostic test with the ones from the final test and v) the final interview in order to collect more information regarding the classes in which the students used the software in question. After the analysis of the data collected we came to a conclusion that the Scratch, when used in the classroom, can contribute to establish a link between the contents of Mathematics and the contents of Natural Sciences. When the software is used properly by the students it can be highly beneficial in a way that it provides moments of articulation between contents of the two disciplines, a bigger motivation and effort on the tasks at hand, it facilitates the understanding of contents and it develops vital skills that can be used on the everyday life.
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Keywords
Recursos didáticos Alimentação saudável Pirâmide Alimentar Mediterrânica e Scratch Didactic resources Healthy food Mediterranean Food Pyramid and Scratch