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Actividades experimentais em electricidade no ensino secundário e a aprendizagem dos alunos para a literacia científica
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| 20.43 MB | Adobe PDF |
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Advisor(s)
Abstract(s)
A investigação em ciências tem evidenciado a importância do uso de actividades
experimentais em ciências como um factor decisivo da aprendizagem significativa dos alunos. No
entanto, não existem ainda estudos suficientes que indiquem sob que formas é O trabalho
experimental mais eficaz na promoção de tais aprendizagens. Tendo em vista contribuir para a
construção de um corpo de conhecimentos nesse domínio, bem como, simultaneamente,
desenvolver, em alunos do décimo ano de escolaridade, a literacia científica na área específica da
Electricidade e nos seus professores, competências de ensino da mesma, realizou-se um estudo no
qual se compararam os efeitos de duas metodologias envolvendo actividades experimentais, um
de demonstração pelo professor, e outra de investigação em grupo pelos alunos.
O estudo enquadrou-se num modelo que combina, por um lado, a investigação-acção,
com formação reflexiva de dois professores e acompanhamento cooperativo das acções dos
mesmos, e, por outro, a investigação quasi-experimental, com dois grupos de alunos e medidas
antes e após a intervenção lectiva.
Research studies in science education have shown the relevance of experimental activities as a factor for significant student leaming. However, there is not enough evidence to indicate which forms of Such activities are the most efficacious in promoting student learning. In order to contribute to the building of a body of knowledge in this domain, as well as, at the same time, to develop, in tenth graders, their scientific literacy in the area of Electricity, and, in teachers, their competencies in teaching these area, a study was planned and implemented in which the effects of two teaching strategies were compared, one using teacher demonstrations, and another involving activities by students. The study conceptual fiamework combined a model of action research, in which the two participating teachers were subject to an education program under a perspective of reflection, cooperation and self-assessment and a model of quasi-experimental research with two experimental groups of students and measurements in two separated moments, before and after the classroom intervention.
Research studies in science education have shown the relevance of experimental activities as a factor for significant student leaming. However, there is not enough evidence to indicate which forms of Such activities are the most efficacious in promoting student learning. In order to contribute to the building of a body of knowledge in this domain, as well as, at the same time, to develop, in tenth graders, their scientific literacy in the area of Electricity, and, in teachers, their competencies in teaching these area, a study was planned and implemented in which the effects of two teaching strategies were compared, one using teacher demonstrations, and another involving activities by students. The study conceptual fiamework combined a model of action research, in which the two participating teachers were subject to an education program under a perspective of reflection, cooperation and self-assessment and a model of quasi-experimental research with two experimental groups of students and measurements in two separated moments, before and after the classroom intervention.