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Abstract(s)
O presente Relatório Final de Estágio intitulado Conceções dos alunos e dos professores do 2.º Ciclo do Ensino Básico sobre o desenvolvimento de atividades práticas investigativas em Ciências Naturais foi realizado 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. A nível estrutural, este relatório, encontra-se dividido em duas partes: a primeira abrange uma reflexão crítica acerca das práticas pedagógicas desenvolvidas em contexto de estágio no âmbito da Prática de Ensino Supervisionada no 1.º Ciclo do Ensino Básico e em Matemática e Ciências Naturais no 2.º CEB; a segunda parte contempla um trabalho de investigação que pretende perceber quais as conceções, tanto dos alunos como dos professores do 2.º Ciclo do Ensino Básico, sobre o desenvolvimento de atividades práticas investigativas na área disciplinar de Ciências Naturais. Quanto à metodologia, esta investigação empírica aglomerou-se numa investigação de carácter qualitativo e, para tal, recorreu-se à conceção e implementação de entrevistas, quer para professores como para alunos do 2.º Ciclo do Ensino Básico, com vista a dar resposta à questão-problema: “Quais as perspetivas dos alunos e dos professores do 2.º Ciclo do Ensino Básico sobre a importância das atividades práticas investigativas em Ciências Naturais?”. Os objetivos desta investigação são: identificar as conceções dos alunos sobre as atividades práticas investigativas; identificar as conceções dos professores sobre as atividades práticas investigativas; comparar as perspetivas dos alunos e dos professores face às atividades práticas investigativas; percecionar a relevância das atividades práticas investigativas no ensino das Ciências Naturais; verificar as razões subjacentes à frequência do uso das atividades práticas investigativas em sala de aula. Através deste estudo podemos constatar que as conceções dos professores e dos alunos inquiridos sobre as atividades práticas investigativas são convergentes no sentido em que ambos afirmam que são uma mais-valia quando desenvolvidas nas aulas de Ciências Naturais. Também percebemos que, segundo os indagados, as atividades práticas investigativas são de enorme relevância no ensino das Ciências Naturais, uma vez que potenciam a construção de múltiplas aprendizagens e podem ser mote para que os alunos se sintam mais motivados, pois há em geral um gosto em realizar este tipo de atividades. Ainda podemos retirar deste estudo que as atividades práticas investigativas estão longe de ser implementadas com a regularidade desejada, porque existem diversos fatores condicionantes, derivados da falta de investimento na educação, como é o caso da inexistência de espaços adequados para o seu desenvolvimento para todas as turmas, como por exemplo de laboratórios, e da falta de recursos
This Final Internship Report entitled Conceptions of students and teachers of the 2nd Cycle of Basic Education on the development of practical investigative activities in Natural Sciences was carried out as part of the Master Primary Education and Mathematics and Natural Sciences Teaching (5th and 6th grades). At a structural level, this report is divided into two parts: the first covers a critical reflection on the teaching practices developed in the context of the internship as part of the Supervised Teaching Practice in the Primary Education and in Mathematics and Natural Sciences (5 th and 6th); the second part includes a piece of research that aims to understand the conceptions of both students and 2nd Cycle Basic Education teachers about the development of practical investigative activities in the subject area of Natural Sciences. In terms of methodology, this empirical research was qualitative in nature and, to this end, interviews were designed and carried out with both teachers and students from the 2nd Cycle of Basic Education, in order to answer the problem question: "What are the perspectives of students and teachers from the 2nd Cycle of Basic Education on the importance of practical investigative activities in Natural Sciences?". The aims of this research are: to identify students' conceptions of investigative practical activities; to identify teachers' conceptions of investigative practical activities; to compare students' and teachers' perspectives on investigative practical activities; to perceive the relevance of investigative practical activities in the teaching of Natural Sciences; to verify the reasons behind the frequency of use of investigative practical activities in the classroom. Through this study we can see that the conceptions of the teachers and students surveyed about practical investigative activities are convergent in the sense that both say that they are an asset when developed in Natural Sciences classes. We also realized that, according to those surveyed, practical investigative activities are extremely important in the teaching of Natural Sciences, since they encourage the construction of multiple learning experiences and can be a motto for students to feel more motivated, since there is generally a liking for carrying out this type of activity. We can still conclude from this study that practical investigative activities are far from being implemented with the desired regularity, because there are several conditioning factors, deriving from the lack of investment in education, such as the lack of suitable spaces for their development for all classes, such as laboratories, and the lack of resources.
This Final Internship Report entitled Conceptions of students and teachers of the 2nd Cycle of Basic Education on the development of practical investigative activities in Natural Sciences was carried out as part of the Master Primary Education and Mathematics and Natural Sciences Teaching (5th and 6th grades). At a structural level, this report is divided into two parts: the first covers a critical reflection on the teaching practices developed in the context of the internship as part of the Supervised Teaching Practice in the Primary Education and in Mathematics and Natural Sciences (5 th and 6th); the second part includes a piece of research that aims to understand the conceptions of both students and 2nd Cycle Basic Education teachers about the development of practical investigative activities in the subject area of Natural Sciences. In terms of methodology, this empirical research was qualitative in nature and, to this end, interviews were designed and carried out with both teachers and students from the 2nd Cycle of Basic Education, in order to answer the problem question: "What are the perspectives of students and teachers from the 2nd Cycle of Basic Education on the importance of practical investigative activities in Natural Sciences?". The aims of this research are: to identify students' conceptions of investigative practical activities; to identify teachers' conceptions of investigative practical activities; to compare students' and teachers' perspectives on investigative practical activities; to perceive the relevance of investigative practical activities in the teaching of Natural Sciences; to verify the reasons behind the frequency of use of investigative practical activities in the classroom. Through this study we can see that the conceptions of the teachers and students surveyed about practical investigative activities are convergent in the sense that both say that they are an asset when developed in Natural Sciences classes. We also realized that, according to those surveyed, practical investigative activities are extremely important in the teaching of Natural Sciences, since they encourage the construction of multiple learning experiences and can be a motto for students to feel more motivated, since there is generally a liking for carrying out this type of activity. We can still conclude from this study that practical investigative activities are far from being implemented with the desired regularity, because there are several conditioning factors, deriving from the lack of investment in education, such as the lack of suitable spaces for their development for all classes, such as laboratories, and the lack of resources.
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Keywords
atividades práticas investigativas alunos professores ensino das ciências naturais practical investigative activities students teachers teaching natural sciences