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Abstract(s)
O presente Relatório Final de Estágio tem como objetivo a análise e reflexão crítica sobre os percursos de aprendizagem desenvolvidos ao longo do Mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais do 2.º Ciclo do Ensino Básico. A presente investigação tem como principais objetivos compreender qual a metodologia de trabalho de grupo (cooperativo e colaborativo) mais utilizada no ensino de Ciências Naturais do 2.º CEB, assim como as perspetivas e potencialidades da sua utilização nas aprendizagens dos alunos. Para o efeito, utilizámos e recorremos a materiais construídos por nós e desenvolvidos ao longo dos estágios, bem como a autores de referência, legislação em vigor, a notas de campo acerca de práticas supervisionadas institucionais e orientadores cooperantes. Em termos empíricos, realizámos uma investigação quantitativa de cariz descritivo, com recurso ao inquérito por questionário. Este foi aplicado a professores de Ciências Naturais do 2.º Ciclo do Ensino Básico e a alunos de 5.º e 6.º anos, em escolas de dois concelhos diferentes. A metodologia de trabalho colaborativo e cooperativo permite uma maior interação social, educação a cidadania como também facilita a aquisição de conteúdos nesta área curricular. Os dados obtidos permitem concluir que o uso desta metodologia de trabalho não é usada frequentemente nas práticas dos professores devido a vários fatores. No entanto, contribui para desenvolver variadíssimas competências nos alunos, desde a interação social, à aquisição de conhecimentos através da troca de ideias, discussão e partilha.
This Final Stage Report aims to analyze and critically reflect on the learning pathways developed during the Masters in Teaching of the 1st Cycle of Basic Education and Mathematics and Natural Sciences of the 2nd Cycle of Basic Education and is divided into two parts. In the first part we present a critical reflection on the Supervised Teaching Practice that we carried out during the two years in the present master's degree. Already in the second part we present the empirical investigation. The main purpose of the research is to understand the methodology of group work (cooperative and collaborative) most used in the teaching of Natural Sciences of the 2nd CEB, as well as the perspectives and potentialities of its use in student learning. To this end, we use and use materials built by us and developed along the stages, as well as reference authors in education, current legislation, reflexive notes in the field about supervised institutional practices and cooperating supervisors. All this, in order to reflect on our practices and also on the methodology of group work most used by the teachers of Natural Sciences of the 2nd CEB. In empirical terms, we conducted a quantitative research of descriptive nature using the the questionnaire survey. This was applied to teachers of Natural Sciences of the 2nd Cycle of Basic Education and to students of 5th and 6th grades, in a schools of two different municipalities. The obtained data allow to conclude that the use of this methodology of work is not used frequently in the practices of the teachers due to several factors. However, it contributes to the development of many skills in students, from social interaction, to the acquisition of knowledge through the exchange of ideas, discussion and sharing.
This Final Stage Report aims to analyze and critically reflect on the learning pathways developed during the Masters in Teaching of the 1st Cycle of Basic Education and Mathematics and Natural Sciences of the 2nd Cycle of Basic Education and is divided into two parts. In the first part we present a critical reflection on the Supervised Teaching Practice that we carried out during the two years in the present master's degree. Already in the second part we present the empirical investigation. The main purpose of the research is to understand the methodology of group work (cooperative and collaborative) most used in the teaching of Natural Sciences of the 2nd CEB, as well as the perspectives and potentialities of its use in student learning. To this end, we use and use materials built by us and developed along the stages, as well as reference authors in education, current legislation, reflexive notes in the field about supervised institutional practices and cooperating supervisors. All this, in order to reflect on our practices and also on the methodology of group work most used by the teachers of Natural Sciences of the 2nd CEB. In empirical terms, we conducted a quantitative research of descriptive nature using the the questionnaire survey. This was applied to teachers of Natural Sciences of the 2nd Cycle of Basic Education and to students of 5th and 6th grades, in a schools of two different municipalities. The obtained data allow to conclude that the use of this methodology of work is not used frequently in the practices of the teachers due to several factors. However, it contributes to the development of many skills in students, from social interaction, to the acquisition of knowledge through the exchange of ideas, discussion and sharing.
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Keywords
2.º Ciclo do Ensino Básico Ciências Naturais aprendizagem cooperativa Aprendizagem colaborativa teaching of the 2nd Cycle of Basic Education Natural sciences cooperative learning collaborative learning.