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Advisor(s)
Abstract(s)
Dado que o trabalho cooperativo e colaborativo tem suscitado curiosidade e grande discordância em diversas investigações e em múltiplos autores, essencialmente no campo da educação, considerámos relevante desenvolver um estudo norteados por estes pressupostos. Com a investigação desenvolvida, pretendemos compreender as perspetivas dos participantes sobre os contributos e as potencialidades do trabalho cooperativo e colaborativo no ensino das ciências naturais do 2.º CEB. Para tal, importou-nos perceber se esta metodologia é do conhecimento dos professores, se os mesmos a sabem distinguir e se a utilizam verdadeiramente nas suas práticas. Neste sentido, promovemos um estudo quantitativo, de caráter descritivo, com recurso ao inquérito por questionário. Este foi aplicado a oito professores de ciências naturais do 2.º CEB, a trinta e oito alunos do 5.º ano e a 35 alunos do 6.º ano de escolaridade, em escolas dos concelhos de Viseu e de Paços de Ferreira. Os dados obtidos permitem concluir que os professores consideram ter um bom a muito bom conhecimento acerca dos dois tipos de metodologia de trabalho. Estes, nas suas práticas, utilizam com mais frequência o trabalho cooperativo, embora esta distinção não seja significativa. O trabalho de grupo não é usado pelos professores com a frequência que estes consideram mais adequada devido a fatores como a extensão do currículo, a interferência no cumprimento do programa, a perturbação do normal funcionamento da aula, a insuficiência de recursos e a inexistência de condições físicas. No entanto, os dados
evidenciam que esta metodologia contribui para o desenvolvimento de múltiplas competências dos alunos, tais como a interação social, a aquisição de conhecimentos através da troca de ideias, a discussão e a partilha. Sobressai ainda que os alunos constroem conhecimentos com o apoio desta metodologia de trabalho, uma vez que trocam ideias, discutem formas de pensamento, desenvolvem a argumentação crítico-reflexiva, participam de forma ativa nas atividades, pesquisam mais sobre outros temas semelhantes,
assim como consolidam múltiplos conhecimentos.
Given that the cooperative and collaborative work has triggered curiosity and great disagreement in several investigations and in multiple authors, mainly in the field of education, we considered it relevant to develop a study guided by these assumptions. With the research developed, we intend to understand which group work methodology (cooperative and collaborative) is most used by teachers in the teaching of Natural Sciences of the 2nd Cycle of Basic Education (CEB), as well as the perspectives and potentialities of its use in students' learning. To this end, it was important to understand if this methodology is known to teachers, if they know how to distinguish it and if they really use it in their practices. In this sense, we promote a quantitative, descriptive study, using a questionnaire survey. This was applied to eight teachers of Natural Sciences from the 2nd CEB, thirtyeight students from the 5th year and 35 students from the 6th year of schooling, in schools in the municipalities of Viseu and Paços de Ferreira. The obtained data allowed to conclude that the teachers consider having a good to very good knowledge about the two types of work methodology. They, in their practices, use cooperative work more frequently, although this distinction is not significant. Group work is not used by teachers as often as they consider most appropriate due to factors such as the length of the curriculum, interference with program compliance, disruption to the normal functioning of the class, insufficient resources and the lack of conditions physical. However, the data show that this methodology contributes to the development of multiple skills of students, such as social interaction, the acquisition of knowledge through the exchange of ideas, discussion and sharing. It also stands out that students build knowledge with the support of this work methodology, since they exchange ideas, discuss ways of thinking, develop criticalreflexive argumentation, actively participate in activities, research more about other similar themes, as well as consolidate multiple knowledge.
Given that the cooperative and collaborative work has triggered curiosity and great disagreement in several investigations and in multiple authors, mainly in the field of education, we considered it relevant to develop a study guided by these assumptions. With the research developed, we intend to understand which group work methodology (cooperative and collaborative) is most used by teachers in the teaching of Natural Sciences of the 2nd Cycle of Basic Education (CEB), as well as the perspectives and potentialities of its use in students' learning. To this end, it was important to understand if this methodology is known to teachers, if they know how to distinguish it and if they really use it in their practices. In this sense, we promote a quantitative, descriptive study, using a questionnaire survey. This was applied to eight teachers of Natural Sciences from the 2nd CEB, thirtyeight students from the 5th year and 35 students from the 6th year of schooling, in schools in the municipalities of Viseu and Paços de Ferreira. The obtained data allowed to conclude that the teachers consider having a good to very good knowledge about the two types of work methodology. They, in their practices, use cooperative work more frequently, although this distinction is not significant. Group work is not used by teachers as often as they consider most appropriate due to factors such as the length of the curriculum, interference with program compliance, disruption to the normal functioning of the class, insufficient resources and the lack of conditions physical. However, the data show that this methodology contributes to the development of multiple skills of students, such as social interaction, the acquisition of knowledge through the exchange of ideas, discussion and sharing. It also stands out that students build knowledge with the support of this work methodology, since they exchange ideas, discuss ways of thinking, develop criticalreflexive argumentation, actively participate in activities, research more about other similar themes, as well as consolidate multiple knowledge.
Description
Keywords
Ensino do 2.º Ciclo do Ensino Básico Ciências Naturais Trabalho Colaborativo Trabalho Cooperativo teaching of the 2nd cycle of basic education natural sciences cooperative work collaborative work
Citation
Publisher
Instituto Politécnico de Bragança