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Morcegos: Um fascínio biológico para os alunos do Ensino Básico
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O presente relatório investigativo foi elaborado no âmbito da unidade curricular da Prática de Ensino Supervisionada do mestrado em Ensino do 1.º CEB e de Matemática e Ciências Naturais no 2.º CEB. Neste estudo participaram 20 estudantes do 6.º ano do 2.º CEB, de uma escola do concelho de Loulé. A temática abordada foram os morcegos em várias vertentes (sentimentos por parte do(a)s estudantes, classificação, anatomia, ecologia, doenças e mitos). Tratou-se de uma investigação qualitativa de cariz interpretativo, com observação participante, que decorreu durante o 2.º semestre do ano letivo 2021/2022. Adotou-se o questionário, registos áudio e fotográficos das aulas, observação direta, notas de campo, registos e desenhos dos participantes como técnicas de recolha de dados. A partir do questionário percebeu-se que uma percentagem substancial dos participantes nutria interesse e simpatia pelos morcegos, considerando-os engraçados, bonitos e até mesmo admiráveis. Após levantamento das ideias prévias do(a)s participantes, os mesmos puderam explorar e descobrir as principais características dos morcegos, bem como a sua importância ecológica, através de uma sessão de esclarecimento dinamizada por uma bióloga especializada na área dos morcegos e da realização de atividades integradas num Kit. Este Kit consiste num recurso de intervenção didática original e foi usado para construção de conhecimento associado aos morcegos. Integra um guião das atividades a realizar que incluem a conceção de um livro de bolso dedicado aos morcegos e a construção de um modelo de um morcego em 3D. Durante a intervenção didática verificou-se que o(a)s discentes tinham algumas ideias válidas sobre o animal em questão, apesar de não possuírem muitos conhecimentos sobre o morcego no âmbito das ciências naturais. A turma revelou que os conhecimentos que possuíam acerca dos morcegos estavam mais relacionados com mitos e crenças do que com factos relacionados com a biologia e a ecologia destes animais. Após a intervenção didática, observou-se alteração das perceções iniciais do(a)s estudantes, confirmando-se a eficácia das abordagens pedagógicas adotadas, baseadas na realização de tarefas, dinamizadas pelo(a)s estudantes. Atividades como a construção de modelos anatómicos, a criação de arte inspirada em morcegos e o uso de tecnologias na pesquisa de informação reforçaram o conhecimento científico e incentivaram o pensamento crítico e a inovação.
The present research was carried out as part of the Supervised Teaching Practice unit of the Master's degree in Teaching for the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. Twenty students from the 6th grade of a school in the municipality of Loulé participated in this study on the topic of bats, exploring various aspects (students' feelings, classification, anatomy, ecology, diseases, and myths). This was a qualitative, interpretive study with participant observation, conducted during the second semester of the 2021/2022 academic year. Data collection techniques included a questionnaire, audio and photographic documentation of the lessons, direct observation, field notes, and participant drawings. From the questionnaire, it was found that a significant percentage of participants showed interest and affection for bats, finding them amusing, beautiful, and even admirable. After identifying the students' prior knowledge, they were able to explore and discover the main characteristics of bats and their ecological importance through an information session led by a biologist specialized in bats and through activities integrated into a Kit. This Kit is an original educational intervention resource that was used to build knowledge about bats. It includes a guide for activities, such as creating a pocket-sized book about bats and constructing a 3D model of a bat. During the educational intervention, it was observed that the students had some valid ideas about the animal in question, although they did not possess extensive knowledge about bats in the context of natural sciences as a school subject. The students revealed that their knowledge of bats was more related to myths and beliefs than to facts about the biology and ecology of these animals. After the educational intervention, changes in the students' initial perceptions were observed, confirming the effectiveness of the pedagogical approaches adopted, which were based on task-based learning, driven by the students. Activities such as building anatomical models, creating bat-inspired artwork, and using technology to conduct research reinforced scientific knowledge and encouraged critical thinking and innovation
The present research was carried out as part of the Supervised Teaching Practice unit of the Master's degree in Teaching for the 1st Cycle of Basic Education and Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. Twenty students from the 6th grade of a school in the municipality of Loulé participated in this study on the topic of bats, exploring various aspects (students' feelings, classification, anatomy, ecology, diseases, and myths). This was a qualitative, interpretive study with participant observation, conducted during the second semester of the 2021/2022 academic year. Data collection techniques included a questionnaire, audio and photographic documentation of the lessons, direct observation, field notes, and participant drawings. From the questionnaire, it was found that a significant percentage of participants showed interest and affection for bats, finding them amusing, beautiful, and even admirable. After identifying the students' prior knowledge, they were able to explore and discover the main characteristics of bats and their ecological importance through an information session led by a biologist specialized in bats and through activities integrated into a Kit. This Kit is an original educational intervention resource that was used to build knowledge about bats. It includes a guide for activities, such as creating a pocket-sized book about bats and constructing a 3D model of a bat. During the educational intervention, it was observed that the students had some valid ideas about the animal in question, although they did not possess extensive knowledge about bats in the context of natural sciences as a school subject. The students revealed that their knowledge of bats was more related to myths and beliefs than to facts about the biology and ecology of these animals. After the educational intervention, changes in the students' initial perceptions were observed, confirming the effectiveness of the pedagogical approaches adopted, which were based on task-based learning, driven by the students. Activities such as building anatomical models, creating bat-inspired artwork, and using technology to conduct research reinforced scientific knowledge and encouraged critical thinking and innovation
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Keywords
Morcegos Ciências naturais Estratégias de ensino Recurso educativo