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A Aprendizagem Baseada em Projeto como promotora da interdisciplinaridade e do envolvimento dos alunos no 2.º Ciclo do Ensino Básico
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O presente Relatório Final de Estágio, elaborado no âmbito do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico, reflete um percurso formativo marcado pela observação, intervenção e reflexão crítica sobre a prática docente. Estrutura-se em duas partes: a primeira analisa as práticas pedagógicas desenvolvidas nos contextos de estágio à luz dos Padrões de Desempenho Docente, destacando o papel da reflexão na construção da identidade profissional e a segunda apresenta um estudo de investigação centrado na Aprendizagem Baseada em Projetos (ABP). O estudo procurou responder à questão-problema: Qual é o impacto da ABP, promotora da interdisciplinaridade, nas aprendizagens, envolvimento e competências transversais dos alunos do 2.º Ciclo do Ensino Básico? Pretendeu-se compreender o impacto da ABP, enquanto abordagem interdisciplinar, nas aprendizagens dos alunos do 2.º CEB; comparar o desenvolvimento das aprendizagens entre alunos que participaram em atividades de ABP e alunos que seguiram uma abordagem pedagógica tradicional; e analisar o contributo da ABP para o envolvimento dos alunos e para o desenvolvimento de competências transversais. De natureza mista e comparativa, o estudo envolveu duas turmas do 6.º ano: uma turma experimental, com implementação da ABP, e uma turma de controlo, que seguiu uma metodologia tradicional. A recolha de dados incluiu pré e pós-testes, grelhas de observação, registos de aula, notas de campo e análise dos produtos finais. Os resultados evidenciam que a ABP favorece aprendizagens mais significativas, promove a interdisciplinaridade e aumenta o envolvimento dos alunos.
This Final Internship Report, developed within the scope of the Master’s Degree in Primary Education and Mathematics and Natural Sciences Teaching (5th and 6th grades), reflects a training path marked by observation, intervention and critical reflection on teaching practice. It is structured into two parts: the first analyses the pedagogical practices developed during the internship in light of the Teaching Performance Standards, highlighting the role of reflection in the construction of professional identity; the second presents a research study focused on Project-Based Learning (PBL). The study sought to answer the research question: What is the impact of PBL, as a promoter of interdisciplinarity, on students’ learning, engagement and transversal skills in lower secondary education? The aim was to understand the impact of PBL, as an interdisciplinary approach, on students’ learning; to compare the development of learning between students who participated in PBL activities and those who followed a traditional pedagogical approach; and to analyse the contribution of PBL to students’ engagement and the development of transversal skills. Using a mixed and comparative methodology, the study involved two 6th-grade classes: an experimental group, in which PBL was implemented, and a control group that followed a traditional teaching methodology. Data collection included pre- and post-tests, observation grids, lesson records, field notes and analysis of the final products. The results show that PBL promotes more meaningful learning, fosters interdisciplinarity and increases students’ engagement.
This Final Internship Report, developed within the scope of the Master’s Degree in Primary Education and Mathematics and Natural Sciences Teaching (5th and 6th grades), reflects a training path marked by observation, intervention and critical reflection on teaching practice. It is structured into two parts: the first analyses the pedagogical practices developed during the internship in light of the Teaching Performance Standards, highlighting the role of reflection in the construction of professional identity; the second presents a research study focused on Project-Based Learning (PBL). The study sought to answer the research question: What is the impact of PBL, as a promoter of interdisciplinarity, on students’ learning, engagement and transversal skills in lower secondary education? The aim was to understand the impact of PBL, as an interdisciplinary approach, on students’ learning; to compare the development of learning between students who participated in PBL activities and those who followed a traditional pedagogical approach; and to analyse the contribution of PBL to students’ engagement and the development of transversal skills. Using a mixed and comparative methodology, the study involved two 6th-grade classes: an experimental group, in which PBL was implemented, and a control group that followed a traditional teaching methodology. Data collection included pre- and post-tests, observation grids, lesson records, field notes and analysis of the final products. The results show that PBL promotes more meaningful learning, fosters interdisciplinarity and increases students’ engagement.
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Aprendizagem Baseada em Projetos Interdisciplinaridade Competências transversais Ciências Naturais Ensino Básico Project-Based Learning Interdisciplinarity Transversal skills Natural Sciences