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Ambientes de brincadeira favoráveis à descoberta das ciências na Educação Pré-Escolar
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O presente relatório intitulado Ambientes de brincadeira favoráveis à descoberta das ciências na Educação Pré-Escolar foi realizado no âmbito da Prática de Ensino Supervisionada do Mestrado de Educação Pré-Escolar da Escola Superior de Educação e Comunicação da Universidade do Algarve, no ano letivo 2021/2022. A investigação decorreu numa instituição de São Bartolomeu de Messines, com um grupo de 11 crianças de 4 e 5 anos, e tinha como principal objetivo saber se o ambiente educativo condiciona o interesse das crianças para a área das ciências e se é favorável à aprendizagem. Abordou-se o assunto recorrendo-se a várias estratégias investigativas, num modelo qualitativo, realçando-se o recurso à prática da metodologia Inquiry Based Science Education (IBSE), centrada na criança como elemento ativo no processo de ensino e de aprendizagem. As abordagens pedagógicas ocorreram ao longo de 3 etapas, realizadas de forma sequencial. Na primeira etapa identificaram-se os interesses das crianças relativamente a elementos que observavam na natureza; na segunda, criaram-se três áreas de brincadeira na sala de atividades, designadas por: área dos animais, área das plantas e área das rochas; e na terceira, realizaram-se diversas atividades práticas e percecionaram-se os conhecimentos que as crianças tinham desenvolvido ao longo do projeto. As áreas temáticas estiveram disponíveis para exploração por parte das crianças durante quatro dias, e os fatores usados para avaliar a importância que estas áreas tiveram nas brincadeiras das crianças, foram: 1-o tempo despendido em cada área; 2-a frequência de visitas a cada área. De acordo com o tempo que as crianças dedicaram a cada uma das áreas temáticas, nos três momentos de observação efetuados, é possível afirmar que a área dos animais foi a mais eficaz em induzir a vontade de as crianças quererem saber mais. Concluiu-se com este trabalho que o facto de permitirmos às crianças que explorem o ambiente educativo sem condicionalismos e autonomamente, podendo brincar com os materiais disponíveis sem intervenção de um adulto, tem uma forte influência no interesse que demonstram para a aprendizagem das ciências e de outras áreas de conhecimento, em abordagens interdisciplinares. Verificou-se também que a organização dos materiais no ambiente educativo, influencia esse interesse.
This paper on “Play settings enabling the discovery of science in Pre-School Education” was drawn up as part of the Supervised Teaching Practice of the Master's Degree in Pre-School Education of the School of Education and Communication of Algarve University in the 2021/2022 academic year. The research took place in an institution of São Bartolomeu de Messines, with a group of eleven children aged 4 and 5 years old. Its main purpose was to find out whether the educational environment can foster children’s interest in the field of science and whether it promotes learning. To approach the topic, several research strategies were used in a qualitative model, most notably the Inquiry Based Science Education (IBSE) methodology, which focusses on the child as an active element within the teaching and learning process. The pedagogical approaches were conducted sequentially over 3 stages. In stage one, the children's interests regarding the elements they observed in nature were identified; in stage two, three play areas were set up in the activity room, namely the animal area, the plant area, and the rock area; and in stage three, several practical activities were carried out and the knowledge developed by the children throughout the project was determined. The thematic areas remained available for the children to explore for four days, and the following factors were used to assess the relevance of the areas in the children’s play: 1 – the time spent in each area; 2 – how often each area was visited. Considering how much time the children spent in each thematic area during the three observation periods, it can be stated that the animal area was the most effective in making them want to find out more. This project leads to the conclusion that allowing children to explore the learning environment without constraints and on their own, letting them play at will with the available materials without adult intervention, strongly influences the interest they will show in learning science and other fields of knowledge, in interdisciplinary approaches. It also became apparent that said interest is influenced by the way the materials are laid out in the learning environment.
This paper on “Play settings enabling the discovery of science in Pre-School Education” was drawn up as part of the Supervised Teaching Practice of the Master's Degree in Pre-School Education of the School of Education and Communication of Algarve University in the 2021/2022 academic year. The research took place in an institution of São Bartolomeu de Messines, with a group of eleven children aged 4 and 5 years old. Its main purpose was to find out whether the educational environment can foster children’s interest in the field of science and whether it promotes learning. To approach the topic, several research strategies were used in a qualitative model, most notably the Inquiry Based Science Education (IBSE) methodology, which focusses on the child as an active element within the teaching and learning process. The pedagogical approaches were conducted sequentially over 3 stages. In stage one, the children's interests regarding the elements they observed in nature were identified; in stage two, three play areas were set up in the activity room, namely the animal area, the plant area, and the rock area; and in stage three, several practical activities were carried out and the knowledge developed by the children throughout the project was determined. The thematic areas remained available for the children to explore for four days, and the following factors were used to assess the relevance of the areas in the children’s play: 1 – the time spent in each area; 2 – how often each area was visited. Considering how much time the children spent in each thematic area during the three observation periods, it can be stated that the animal area was the most effective in making them want to find out more. This project leads to the conclusion that allowing children to explore the learning environment without constraints and on their own, letting them play at will with the available materials without adult intervention, strongly influences the interest they will show in learning science and other fields of knowledge, in interdisciplinary approaches. It also became apparent that said interest is influenced by the way the materials are laid out in the learning environment.
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Keywords
Educação pré-escolar Educação em ciências Brincar Explorar Ambiente educativo Metodologia IBSE