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Advisor(s)
Abstract(s)
O presente trabalho consiste num estudo de caso, de cariz qualitativo, que teve
como objetivo estudar de que forma a utilização das tecnologias pode facilitar a
promoção do pensamento abstrato em crianças do 1º Ciclo do Ensino Básico. Foi
implementado sob a forma de projeto, designado de “Horta-Bio”, numa turma do 3º ano
de escolaridade. Este consistiu no desenvolvimento de atividades de aprendizagem ao
nível do ensino da educação ambiental, abrangendo conceitos relativos à área de
Estudo do Meio e de Matemática. Recorreu-se à utilização de sensores eletrónicos,
para recolher dados e estabelecer relações entre as grandezas ambientais e biológicas.
Foram utilizadas, por parte dos alunos, várias ferramentas Web 2.0 para registo e
publicação dos resultados obtidos.
O quadro teórico mobilizado remete para as teorias de aprendizagem de caráter
construtivista e construcionista, entafizando o contributo da tecnologia para a
aprendizagem e para o desenvolvimento das competências para o século XXI.
A análise dos resultados obtidos permite concluir, sem generalizar, que o uso
das tecnologias, inseridas em situações de aprendizagem significativas, favorece o
desenvolvimento do pensamento abstrato.
The present study is a qualitative method case study, which sought to study how the use of ICT can improve and promote abstract thinking on children in primary schools. It was implemented as a project in a 3rd grade class under the name of "Horta-Bio". This project intended to develop some learning activities at the environmental education level, covering concepts related to the area of Social Environment and Mathematics. Electronic sensors were used to collect data and establish relationships between environmental and biological variables. Several 2.0 Web tools were also used by the students for registration and disclosure of the results. The deployed theoretical framework draws attention to the constructivist and constructionist learning theories, while emphasizing the contribution of technology for learning and develop skills in the twenty-first century. The analysis of the results achieved conclude, without generalizations, that the use of technology, inserted in significant learning situations, promotes the development of thinking.
The present study is a qualitative method case study, which sought to study how the use of ICT can improve and promote abstract thinking on children in primary schools. It was implemented as a project in a 3rd grade class under the name of "Horta-Bio". This project intended to develop some learning activities at the environmental education level, covering concepts related to the area of Social Environment and Mathematics. Electronic sensors were used to collect data and establish relationships between environmental and biological variables. Several 2.0 Web tools were also used by the students for registration and disclosure of the results. The deployed theoretical framework draws attention to the constructivist and constructionist learning theories, while emphasizing the contribution of technology for learning and develop skills in the twenty-first century. The analysis of the results achieved conclude, without generalizations, that the use of technology, inserted in significant learning situations, promotes the development of thinking.
Description
Keywords
Educação Básica sensores pensamento abstrato TIC Estudo do Meio educação ambiental Primary education environmental education sensors abstract thinking ICT sciences
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu