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Abstract(s)
Neste relatório final de estágio está incluída uma reflexão crítica sobre as práticas que foram desenvolvidas em contexto, onde são focadas as aprendizagens realizadas no decorrer das Práticas de Ensino Supervisionadas (PES) do Mestrado em Educação Pré-Escolar e Ensino do 1.º Ciclo do Ensino Básico. Além disso, este relatório contempla um estudo desenvolvido no contexto de Educação Pré-Escolar em que o objetivo foi predispor, futuramente, as crianças para a aprendizagem da geologia, a partir de atividades realizadas com afloramentos rochosos existentes na cidade de Viseu. Este estudo é concretizado de forma qualitativa, sendo que recorremos à observação dos intervenientes (crianças) através dos níveis de implicação e bem-estar. O estudo foi desenvolvida com um grupo de crianças de uma sala regular da Educação Pré-Escolar, com idades compreendidas entre os 3 e os 6 anos de idade.
Em relação aos dados obtidos, podemos perceber que a utilização do espaço exterior é de extrema importância e proporciona aprendizagens que se revelam mais motivadoras e implicantes para as crianças em idade pré-escolar. No que concerne à utilização de elementos geológicos nas aprendizagens das crianças, estes revelam-se importantes, pois o contacto que o grupo tem com afloramentos de diferentes tamanhos, formas e texturas, trazem curiosidade às mesmas. Desta forma, podemos perceber que ao incutir o termo “rocha” as crianças acabam por o substituir em vez de “pedras”, assim tornam-se crianças com um vocabulário científico mais correto. Além disto, o facto de proporcionar às crianças o contacto com elementos de geologia, despertou a sua curiosidade sobre os mesmos, tornando-se evidente que estas ficaram mais predispostas a aprender conceitos de Geologia.
This final internship report includes a critical reflection regarding supervised education practices settled in that scope, where the focus was the knowledge acquired during several stages of the master’s degree in Early Childhood and Primary Education. Besides that, this document encompasses a study developed within the scope of early childhood education with emphasis in the potential of exterior spaces in Viseu to Geology’s learning. The qualitative study was divided in two parts. The first was dedicated to information’s gathering and analysis of places in the city with interest to Geology’s learning, with the creation of a localization points map with relevant locations to that purpose and proposal files regarding four spaces’ exploration. The second part refers to the analysis of geology activities in early childhood education, developed during the internship period. To achieve this, the intervenient (children) were observed throughout the well-being and involvement levels. The study was accomplished with a group of early childhood education children, with ages between 3 and 6 years old. Regarding the obtained results, the utilization of geologic elements stood out as being important to the children’s learning. The group’s contact with rocky formations with different sizes, shapes and textures, caused curiosity and engagement. It is considered that geology is a knowledge field with relevant contributions to early childhood education.
This final internship report includes a critical reflection regarding supervised education practices settled in that scope, where the focus was the knowledge acquired during several stages of the master’s degree in Early Childhood and Primary Education. Besides that, this document encompasses a study developed within the scope of early childhood education with emphasis in the potential of exterior spaces in Viseu to Geology’s learning. The qualitative study was divided in two parts. The first was dedicated to information’s gathering and analysis of places in the city with interest to Geology’s learning, with the creation of a localization points map with relevant locations to that purpose and proposal files regarding four spaces’ exploration. The second part refers to the analysis of geology activities in early childhood education, developed during the internship period. To achieve this, the intervenient (children) were observed throughout the well-being and involvement levels. The study was accomplished with a group of early childhood education children, with ages between 3 and 6 years old. Regarding the obtained results, the utilization of geologic elements stood out as being important to the children’s learning. The group’s contact with rocky formations with different sizes, shapes and textures, caused curiosity and engagement. It is considered that geology is a knowledge field with relevant contributions to early childhood education.
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Keywords
Educação Pré-Escolar Espaço Exterior Geologia Atividades Pre-Scholar Education Exterior Space Geology Activities