Loading...
Publication
O desenvolvimento da Literacia Estatística num contexto de Educação Ambiental: um estudo realizado no 2.º CEB
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 7.07 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
Este trabalho investigativo foi elaborado no âmbito do Mestrado em Ensino do 1.º CEB e de Matemática e Ciências Naturais no 2.º CEB compreendendo duas partes: (i) uma reflexão crítica sobre a Prática de Ensino Supervisionada tanto no 1.º como no 2.º Ciclo do Ensino Básico, nas componentes de Matemática e Ciências Naturais (apenas no 2.º CEB); (ii) a segunda foca-se no projeto de investigação que tem como objetivo dar resposta à questão-problema: “De que forma é que a Literacia Estatística pode ser desenvolvida num contexto de Educação Ambiental em alunos do 6.º ano do Ensino Básico?”. Desta forma, foram delineadas questões secundárias: (i) De que forma a realização de tarefas que relacionam a Matemática e a Educação Ambiental influenciam a perceção dos alunos sobre a importância da Matemática no dia-a-dia e da sua relação com outras áreas e, em específico, com a Educação Ambiental?; (ii) Como é que a Literacia Estatística pode ser potenciada através das conexões que se podem estabelecer entre a Matemática e a Educação Ambiental? Na componente reflexiva constam duas reflexões sobre os estágios realizados no 1.º CEB e no 2.º CEB, enquanto o capítulo investigativo propõe uma sequência didática com base numa prática interdisciplinar, que objetiva desenvolver a Literacia Estatística numa turma de 6.º ano de escolaridade num contexto de Educação Ambiental, no ano letivo de 2023/2024. É através dos interesses dos alunos que se podem potenciar aprendizagens significativas e, assim sendo, esta investigação de carácter misto destaca a evolução e o envolvimento dos alunos nas tarefas propostas. Na recolha de dados foram utilizados questionários, notas de campo escritas por mim e produções escritas pelos alunos. As conclusões deste estudo evidenciam que a integração de contextos de Educação Ambiental em tarefas matemáticas pode ter um impacto positivo na perceção dos alunos sobre a relevância da Matemática no seu quotidiano e na sua conexão com outras áreas do conhecimento. As tarefas realizadas demonstraram que a contextualização da Matemática em temas ambientais não só melhora a compreensão e a valorização da disciplina, mas também facilita o desenvolvimento da Literacia Estatística. Verificou-se que os alunos, ao aplicarem a Matemática na análise de problemas ambientais, adquiriram uma visão crítica e informada, refletindo-se num crescimento tanto no domínio estatístico quanto na consciência ambiental. Este estudo reforça, assim, a importância de uma abordagem interdisciplinar no ensino, que une Matemática e Educação Ambiental, contribuindo para uma formação mais holística e significativa dos alunos, capaz de prepará-los para enfrentar os desafios contemporâneos com uma compreensão integrada das diversas áreas do conhecimento.
Ao longo de todo o projeto, apesar das limitações do estudo, como o escasso tempo para a implementação, os alunos demonstraram-se motivados e envolvidos nas tarefas tendo em conta que trabalharam um tema selecionado por eles, melhorando não só a predisposição para a aprendizagem, como também o trabalho em cooperação.
This research work was elaborated within the scope of the Master's Degree in Teaching of the 1st CEB and of Mathematics and Natural Sciences of the 2nd CEB comprising two parts: (i) a critical reflection on the Supervised Teaching Practice both in the 1st and 2nd Cycle of Basic Education, in the components of Mathematics and Natural Sciences (only in the 2nd CEB); (ii) the second focuses on the research project that aims to answer the problem-question: "How can Statistical Literacy be developed in a context of Environmental Education in students of the 6th year of Basic Education?". In this way, secondary questions were outlined: (i) How does the performance of tasks that relate Mathematics and Environmental Education change students' perception of the importance of Mathematics in everyday life and its relationship with other areas and, specifically, with Environmental Education?; (ii) How can Statistical Literacy be enhanced through the connections that can be established between Mathematics and Environmental Education? The reflective component includes two reflections on the internships carried out in the 1st CEB and the 2nd CEB, while the investigative chapter proposes a didactic sequence based on an interdisciplinary practice, which aims to develop Statistical Literacy in a 6th grade class in an Environmental Education context, in the 2023/2024 school year. It is through the interests of students that significant learning can be enhanced and, therefore, this mixed research highlights the evolution and involvement of students in the proposed tasks. In the data collection, questionnaires, field notes written by me and productions written by the students were used. The conclusions of this study show that the integration of Environmental Education contexts in mathematical tasks can have a positive impact on students' perception of the relevance of Mathematics in their daily lives and on its connection with other areas of knowledge. The tasks carried out demonstrated that the contextualization of Mathematics in environmental themes not only improves the understanding and appreciation of the discipline, but also facilitates the development of Statistical Literacy. It was found that the students, by applying Mathematics in the analysis of environmental problems, acquired a critical and informed view, reflecting a growth both in the statistical domain and in environmental awareness. This study reinforces, therefore, the importance of an interdisciplinary approach in teaching, which unites Mathematics and Environmental Education, contributing to a more holistic and meaningful education of students, capable of preparing them to face contemporary challenges with an integrated understanding of the various areas of knowledge. Throughout the project, despite the limitations of the study, such as the short time for implementation, the students were motivated and involved in the tasks, taking into account that they worked on a theme selected by them, improving not only the predisposition for learning, but also the cooperative work.
This research work was elaborated within the scope of the Master's Degree in Teaching of the 1st CEB and of Mathematics and Natural Sciences of the 2nd CEB comprising two parts: (i) a critical reflection on the Supervised Teaching Practice both in the 1st and 2nd Cycle of Basic Education, in the components of Mathematics and Natural Sciences (only in the 2nd CEB); (ii) the second focuses on the research project that aims to answer the problem-question: "How can Statistical Literacy be developed in a context of Environmental Education in students of the 6th year of Basic Education?". In this way, secondary questions were outlined: (i) How does the performance of tasks that relate Mathematics and Environmental Education change students' perception of the importance of Mathematics in everyday life and its relationship with other areas and, specifically, with Environmental Education?; (ii) How can Statistical Literacy be enhanced through the connections that can be established between Mathematics and Environmental Education? The reflective component includes two reflections on the internships carried out in the 1st CEB and the 2nd CEB, while the investigative chapter proposes a didactic sequence based on an interdisciplinary practice, which aims to develop Statistical Literacy in a 6th grade class in an Environmental Education context, in the 2023/2024 school year. It is through the interests of students that significant learning can be enhanced and, therefore, this mixed research highlights the evolution and involvement of students in the proposed tasks. In the data collection, questionnaires, field notes written by me and productions written by the students were used. The conclusions of this study show that the integration of Environmental Education contexts in mathematical tasks can have a positive impact on students' perception of the relevance of Mathematics in their daily lives and on its connection with other areas of knowledge. The tasks carried out demonstrated that the contextualization of Mathematics in environmental themes not only improves the understanding and appreciation of the discipline, but also facilitates the development of Statistical Literacy. It was found that the students, by applying Mathematics in the analysis of environmental problems, acquired a critical and informed view, reflecting a growth both in the statistical domain and in environmental awareness. This study reinforces, therefore, the importance of an interdisciplinary approach in teaching, which unites Mathematics and Environmental Education, contributing to a more holistic and meaningful education of students, capable of preparing them to face contemporary challenges with an integrated understanding of the various areas of knowledge. Throughout the project, despite the limitations of the study, such as the short time for implementation, the students were motivated and involved in the tasks, taking into account that they worked on a theme selected by them, improving not only the predisposition for learning, but also the cooperative work.
Description
Keywords
Literacia Estatística Educação Ambiental 2.º CEB Statistical Literacy Environmental Education 2.º CEB
Citation
Publisher
CC License
Without CC licence