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Abstract(s)
O presente trabalho aborda um estudo que procurou compreender as perspetivas dos professores e alunos sobre os Trabalhos Para Casa (TPC) em Ciências Naturais, no 2.º Ciclo do Ensino Básico e que foi desenvolvido no âmbito do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais do 2.º Ciclo do Ensino Básico, na Escola Superior de Educação de Viseu. Para o efeito, recorreu-se ao inquérito por questionário e à entrevista na modalidade de focus group. Os questionários foram aplicados a uma amostra de 13 professores do 5.º e 6.º anos de escolaridade do concelho de Viseu e a 369 alunos, na sua grande maioria, com idades compreendidas entre os 10 e os 12 anos. A entrevista, subsequente a uma atividade experimental como TPC, foi realizada a quatro grupos de alunos de uma turma do 5.º ano. Os resultados revelaram que os professores solicitam semanalmente TPC nesta disciplina, considerando-os muito importantes para o processo de ensino-aprendizagem. Verificou-se que a maioria dos TPC tem origem no manual escolar, em consonância com o que sucede noutras disciplinas. Os profissionais revelaram estar cientes de que os seus alunos estão a perder o entusiasmo e interesse pelos TPC, mas a grande pressão causada pelos programas e até pelos próprios pais, que tendem a avaliar o professor pela quantidade de TPC que solicitam, tem prejudicado o modo, o tipo e a quantidade de TPC que requerem. Relativamente aos alunos, na sua maioria, apurou-se que realizam os TPC e também os consideram importantes, uma vez que os ajudam a estudar, aumentam a curiosidade e melhoram os seus hábitos de estudo. As tarefas que realizam com maior frequência e aquelas que os professores também solicitam mais vezes são as fichas do manual escolar. Contudo, através da entrevista, pudemos constatar que os alunos reagem com mais entusiasmo e motivação a TPC inovadores, fora do contexto tradicional. Como se evidenciou, os discentes preferem TPC em que desempenhem um papel ativo, que façam sentido e impliquem uma maior iniciativa e protagonismo da sua parte, no processo de ensino-aprendizagem.
This work addresses a study which tried to understand the teachers and students' perspectives about homework in Natural Sciences, in the 2nd Cycle of Basic Education, developed in the Master Primary Education and Mathematics and Natural Sciences Teaching (5th and 6th grades), in the Higher School of Education of Viseu, Portugal. Thus, in the investigation it was used a survey done by questionnaire and by focus group interview. The questionnaires were applied to a sample of 13 teachers of the 5th and 6th grades in the municipality of Viseu and to 369 students, majorly aged between 10 and 12 years old. The interview, performed after an experimental activity as homework, was applied to four groups of a 5th graders class. The results show that teachers ask for homework weekly in this subject, considering it very important for the teaching-learning process. It was verified that the majority of the homework has its origin in the schoolbook, as it happens in other subjects. Professionals revealed to be aware that their students are losing their enthusiasm and interest in homework, but the great pressure caused by the programs and even by the parents themselves, who tend to evaluate the teacher by the amount of homework they request, has spoilt the way, the type and amount of homework they require. Regarding the students, it was found that the majority of them do their homework and they also consider it important, since it helps them study, it increases curiosity and improves their study habits. The tasks they do more frequently and the one that teachers also request more often are from the school handbook. However, with the interview, we could also verify that students react with more enthusiasm and motivation to innovative homework, outside the traditional context. As evidenced, students prefer homework in which they play an active role, which make sense, and which imply a greater initiative and protagonism on their part in the teaching-learning process
This work addresses a study which tried to understand the teachers and students' perspectives about homework in Natural Sciences, in the 2nd Cycle of Basic Education, developed in the Master Primary Education and Mathematics and Natural Sciences Teaching (5th and 6th grades), in the Higher School of Education of Viseu, Portugal. Thus, in the investigation it was used a survey done by questionnaire and by focus group interview. The questionnaires were applied to a sample of 13 teachers of the 5th and 6th grades in the municipality of Viseu and to 369 students, majorly aged between 10 and 12 years old. The interview, performed after an experimental activity as homework, was applied to four groups of a 5th graders class. The results show that teachers ask for homework weekly in this subject, considering it very important for the teaching-learning process. It was verified that the majority of the homework has its origin in the schoolbook, as it happens in other subjects. Professionals revealed to be aware that their students are losing their enthusiasm and interest in homework, but the great pressure caused by the programs and even by the parents themselves, who tend to evaluate the teacher by the amount of homework they request, has spoilt the way, the type and amount of homework they require. Regarding the students, it was found that the majority of them do their homework and they also consider it important, since it helps them study, it increases curiosity and improves their study habits. The tasks they do more frequently and the one that teachers also request more often are from the school handbook. However, with the interview, we could also verify that students react with more enthusiasm and motivation to innovative homework, outside the traditional context. As evidenced, students prefer homework in which they play an active role, which make sense, and which imply a greater initiative and protagonism on their part in the teaching-learning process
Description
Keywords
Alunos Ciências Naturais Professores Trabalhos Para Casa (TPC) 2.º Ciclo do Ensino Básico Students 2 nd cycle of Basic Education Natural Sciences Teachers Homework
Citation
Silva, A. F., Cardoso, A.P., Abrantes, M. I. (2020). Perspetivas sobre os Trabalhos Para Casa em Ciências Naturais no 2.º Ciclo do Ensino Básico. In I. Abrantes, P. M. Callapez, G. P. Correia, E. Gomes, B. Lopes, F. C. Lopes, E. Pires, & A. Rola (Eds.), Uma visão holística da Terra e do Espaço nas suas vertentes naturais e humanas. Homenagem à Professora Celeste Romualdo Gomes (Vol. 2, pp. 311-326). Coimbra: CITEUC. DOI: http://doi.org/10.5281/zenodo.4410843
Publisher
CITEUC