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As estratégias das crianças na resolução de problemas em ciências
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Abstract(s)
O relatório da unidade curricular de Prática de Ensino Supervisionada (PES) intitula-se As estratégias das crianças na resolução de problemas em ciências e foi realizado no decorrer do ano letivo 2017/2018.
O processo investigativo teve como objetivo a análise das capacidades de crianças em idade pré-escolar na resolução de problemas, promovido através de instrumentos didáticos concebidos originalmente para o efeito. A análise das capacidades decorria da observação das estratégias definidas pelas crianças na resolução de situações-problema, enquadradas em domínios do conhecimento em Ciências. O projeto investigativo foi realizado em contexto de Educação Pré-Escolar, numa instituição privada, localizada na região algarvia, com um grupo de 25 crianças, com idades compreendidas entre os 3 e 4 anos, das quais, apenas 18 participaram.
Foram preparadas três situações-problema, que podem ser observadas como três instrumentos didáticos, designados como A casa do rato da palmeira, Um peixinho no fundo do mar e As salinas, exploradas com as crianças nesta sequência. Os conceitos de ciências abordados nestas atividades estão relacionados com a opacidade e transparência dos materiais, propriedades magnéticas, características de solubilidade em água, resistência e funcionalidade.
Todas as crianças foram capazes de encontrar soluções para resolver os problemas propostos, tendo havido apenas 2 crianças que não propuseram soluções no primeiro problema. As soluções propostas pelas crianças estavam enquadradas nas soluções previstas num pré-teste.
Na análise dos resultados, exploraram-se os seguintes parâmetros: tempo despendido até encontrar a primeira solução; primeira solução proposta; material/estratégia associado à primeira solução; número de soluções e conjunto de materiais usados nas várias soluções. Globalmente, destaca-se a tendência para a diminuição do tempo decorrido até encontrar a primeira solução, do primeiro problema para o terceiro problema. Considera-se que esta diminuição do tempo não tem origem no tipo de problema, mas na prática subjacente à resolução de problemas, motivadora do desenvolvimento de competências cognitivas, comportamentais e criativas.
The report of the Supervised Teaching Practice (PES) curriculum unit is entitled The strategies of children in solving problems in Science and was carried out during the academic year 2017/2018. The purpose of the investigative process was to analyse the abilities of children in preschool age in problem solving, promoted through didactic instruments originally designed for this purpose. The analysis of the capacities came from the observation of the strategies defined by the children in the resolution of problem situations, framed in areas of knowledge in Sciences. The research project was carried out in the context of pre-school education, in a private institution located in the Algarve region, with a group of 25 children, aged between 3 and 4 years, of which only 18 participated. Three problem situations were prepared, which can be observed as three didactic instruments, called The House of the Palm Mouse, A Little Fish on the Bottom of the Sea and The Salinas, explored with the children in this sequence. The concepts of science explored in these activities are related to the opacity and transparency of materials, magnetic properties, characteristics of water solubility, strength and functionality. All children were able to find solutions to solve the problems proposed, except 2 children who did not propose solutions in the first problem. The solutions proposed by the children were framed in the solutions provided in a pre-test. In the analysis of the results were explored the following parameters: time spent until finding a first solution; first proposed solution; material / strategy associated with the first solution; number of solutions and set of materials used in the various solutions. Overall, there is a tendency in reduction the time elapsed until the first solution is found, from the first problem to the third problem. It is considered that this time decrease won’t originate in the type of problem, but in the practice underlying problem solving, motivating the development of cognitive, behavioural and creative competences.
The report of the Supervised Teaching Practice (PES) curriculum unit is entitled The strategies of children in solving problems in Science and was carried out during the academic year 2017/2018. The purpose of the investigative process was to analyse the abilities of children in preschool age in problem solving, promoted through didactic instruments originally designed for this purpose. The analysis of the capacities came from the observation of the strategies defined by the children in the resolution of problem situations, framed in areas of knowledge in Sciences. The research project was carried out in the context of pre-school education, in a private institution located in the Algarve region, with a group of 25 children, aged between 3 and 4 years, of which only 18 participated. Three problem situations were prepared, which can be observed as three didactic instruments, called The House of the Palm Mouse, A Little Fish on the Bottom of the Sea and The Salinas, explored with the children in this sequence. The concepts of science explored in these activities are related to the opacity and transparency of materials, magnetic properties, characteristics of water solubility, strength and functionality. All children were able to find solutions to solve the problems proposed, except 2 children who did not propose solutions in the first problem. The solutions proposed by the children were framed in the solutions provided in a pre-test. In the analysis of the results were explored the following parameters: time spent until finding a first solution; first proposed solution; material / strategy associated with the first solution; number of solutions and set of materials used in the various solutions. Overall, there is a tendency in reduction the time elapsed until the first solution is found, from the first problem to the third problem. It is considered that this time decrease won’t originate in the type of problem, but in the practice underlying problem solving, motivating the development of cognitive, behavioural and creative competences.
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Keywords
Resolução de problemas Educação pré-escolar em ciências Instrumento didático