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Authors
Advisor(s)
Abstract(s)
Nas últimas décadas, estudos realizados por Kaye e Rogers (1968), Johnson e
Johnson (1999), Antil, Jenkins, Wayne e Vadasy (1998), Lopes e Silva (2009), e outros
sobre o trabalho de grupo cooperativo dentro da sala de aula, mostram que esta
metodologia não só permite aos alunos uma maior interação social, como também
facilita a aquisição de conteúdos.
Partindo deste pressuposto, realizámos uma investigação sobre as práticas de
trabalho de grupo e implicações na aprendizagem em Educação Visual e Tecnológica,
desenvolvendo-se em torno de cinco objetivos:
1) Inferir que opiniões têm os professores de Educação Visual e Tecnológica
sobre o trabalho de grupo enquanto prática metodológica a aplicar dentro da sala de
aula;
2) Entender com que regularidade os professores de Educação Visual e
Tecnológica recorrem ao trabalho de grupo dentro da sala de aula;
3) Verificar a preferência dos alunos pelo trabalho de grupo ao invés do
trabalho individual;
4) Identificar as competências desenvolvidas pelos alunos quando realizam
trabalho em grupo cooperativo;
5) Reconhecer em que fase(s) do método de resolução do problema recorre o
professor à metodologia de trabalho de grupo.
Para o efeito, recorremos a autores de referência em trabalho de grupo, bem
como a material por nós desenvolvido antes e durante a investigação, a fim de
refletirmos sobre a prática e a metodologia de trabalho de grupo e as implicações nas
aulas de Educação Visual e Tecnológica.
Em termos empíricos, o estudo de caso desta investigação segue uma posição
epistemológica de natureza qualitativa e quantitativa, com recurso ao inquérito por
questionário aos alunos e aos professores e a observação de aulas com registos em
grelha criada para o efeito.
Os dados obtidos permitem verificar que, quer os professores quer os alunos,
são bastante recetivos à metodologia do trabalho de grupo, contudo nem sempre é
usado no processo de ensino/aprendizagem da disciplina de Educação Visual e
Tecnológica.
Over the last decades, studies about cooperative learning were made. Those studies show that such educational approach allows not only a better social interaction to the students, but also makes it easier for students to learn the subject. Knowing this, an investigation about cooperative learning was performed, in the specific area of Visual and Technological Education, to determine which methods were used and which results in students learning were obtained. That research was made to answer five main objectives: 1)-Discover what's Visual and Technological Education teachers opinion about cooperative learning method; 2)-Find out how often do they apply that method in their classes; 3)-Compare students preference about cooperative learning under individual work; 4)-Identify which skills and abilities does students develop when working in groups? 5)-Identify the situations/steps, from problem-based learning, where teacher applies cooperative learning; We then used the information collected before and during the investigation, and information taken from cooperative learning reference authors. With such data, we could analize the methods used and the results in students learning obtained by using that educational approach. Empirically, the studie of this investigation follows a straight position of qualitative and quantitative data research. To get that data, surveys were made both to teachers and students, and information was collected by daily classroom observation. The information gotten show us that teachers and students appreciate cooperative learning method and they use it very often in Visual and Technological Education classes.
Over the last decades, studies about cooperative learning were made. Those studies show that such educational approach allows not only a better social interaction to the students, but also makes it easier for students to learn the subject. Knowing this, an investigation about cooperative learning was performed, in the specific area of Visual and Technological Education, to determine which methods were used and which results in students learning were obtained. That research was made to answer five main objectives: 1)-Discover what's Visual and Technological Education teachers opinion about cooperative learning method; 2)-Find out how often do they apply that method in their classes; 3)-Compare students preference about cooperative learning under individual work; 4)-Identify which skills and abilities does students develop when working in groups? 5)-Identify the situations/steps, from problem-based learning, where teacher applies cooperative learning; We then used the information collected before and during the investigation, and information taken from cooperative learning reference authors. With such data, we could analize the methods used and the results in students learning obtained by using that educational approach. Empirically, the studie of this investigation follows a straight position of qualitative and quantitative data research. To get that data, surveys were made both to teachers and students, and information was collected by daily classroom observation. The information gotten show us that teachers and students appreciate cooperative learning method and they use it very often in Visual and Technological Education classes.
Description
Keywords
Trabalho de Grupo Cooperativo Competências Atitudinais Competências Científicas Aprendizagem Cooperativa Competências Sociais Educação Visual e Tecnológica Visual and Technological Education Character Skills and Competences Cooperative Learning Scientific Skills and Competences Social Skills and Competences
Citation
Publisher
Instituto Politécnico de Viseu, Escola Superior de Educação de Viseu