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Aprender com e sobre as formigas no 3.º ano do 1.º Ciclo do Ensino Básico: um estudo exploratório
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Abstract(s)
O presente estudo decorreu durante a Prática de Ensino Supervisionada (PES) I, numa turma de 3.º ano do 1.º Ciclo do Ensino Básico (CEB), numa escola do concelho de Loulé, em dois anos letivos, 2023/2024 e 2024/2025. A presente investigação pretende que as crianças de uma turma do 3.º ano do 1.ºCEB aprendam sobre as formigas, nomeadamente a sua anatomia, o modus vivendi, alimentação, reprodução e a importância destes seres vivos para o ambiente. Por conseguinte, emergiu o seguinte problema de investigação, enunciado com 3 questões: 1. Quais são as perceções iniciais dos alunos do 3.º ano sobre as formigas?; 2. Como as atividades propostas poderão facilitar a aprendizagem dos alunos?; e, 3. Como progridem as aprendizagens dos alunos acerca das formigas, durante a intervenção educativa? Para dar resposta ao problema de investigação, definiram-se os seguintes objetivos: 1. Analisar as conceções prévias dos discentes a respeito das formigas, particularmente a sua anatomia, alimentação, reprodução, comportamento, tempo de vida e organização social; 2. Compreender se as atividades propostas promovem o processo de ensino aprendizagem dos alunos, com o intuito de tornar-se numa aprendizagem significativa para os mesmos; e, 3. Investigar e compreender se houve progressão das conceções dos alunos relativamente às formigas, após a intervenção educativa. Tendo em conta o problema de investigação que norteou o estudo exploratório do presente relatório da Prática de Ensino Supervisionada, posso concluir que a intervenção educativa realizada na turma do 3.º ano do 1.º CEB, permitiu que os alunos progredissem nas suas aprendizagens sobre e com as formigas. Relativamente ao “saber sobre”, observou-se um aumento considerável no número de alunos que representaram as formigas com seis patas e com olhos no seu desenho final, comparativamente ao desenho inicial. Destaca-se ainda a representação das mandíbulas nos desenho finais, algo que não foi previsto pela investigadora, mas que surgiu como resultado da intervenção educativa, o que reforça o caráter significativo dessa aprendizagem. Quanto ao “aprender com” as formigas, derivado do contacto direto com estes insetos, os alunos desenvolveram atitudes de respeito e proteção. Como medida para proteger as formigas, os alunos referiram tanto em produções orais como escritas, que não se deve pisar nem destruir os formigueiros, o que evidencia uma consciencialização ecológica resultante da intervenção educativa.
This study was conducted during Supervised Teaching Practice (PES) I, in a 3rd year class of the 1st Cycle of Basic Education (CEB), in a school in the municipality of Loulé, over two academic years, 2023/2024 and 2024/2025. The aim of this research is for children in a 3rd year class of the 1st CEB to learn about ants, namely their anatomy, modus vivendi, feeding, reproduction and the importance of these living beings for the environment. Consequently, the following research problem emerged, stated in three questions: 1. What are the initial perceptions of 3rd-year students about ants? 2. How can the proposed activities facilitate student learning? and 3. How does student learning about ants’ progress during the educational intervention? To answer the research question, the following objectives were defined: 1. To analyze students' prior conceptions about ants, particularly their anatomy, feeding, reproduction, behavior, lifespan, and social organization; 2. To understand whether the proposed activities promote the teaching-learning process for students, with the aim of making it a meaningful learning experience for them; and 3. To research and understand whether there was progress in students' conceptions about ants after the educational intervention. Considering the research problem that guided the exploratory study of this report on Supervised Teaching Practice, I can conclude that the educational intervention carried out in the 3rd year class of the 1st CEB allowed students to progress in their learning about and with ants. In terms of “knowledge about”, there was a considerable increase in the number of students who represented ants with six legs and eyes in their final drawing, compared to their initial drawing. Also noteworthy is the representation of mandibles in the final drawings, something that was not anticipated by the researcher but emerged because of the educational intervention, reinforcing the significance of this learning. As for “learning with” ants, derived from direct contact with these insects, the students developed attitudes of respect and protection. As a measure to protect ants, the students mentioned in both oral and written productions that ant hills should not be stepped on or destroyed, which shows an ecological awareness resulting from the educational intervention.
This study was conducted during Supervised Teaching Practice (PES) I, in a 3rd year class of the 1st Cycle of Basic Education (CEB), in a school in the municipality of Loulé, over two academic years, 2023/2024 and 2024/2025. The aim of this research is for children in a 3rd year class of the 1st CEB to learn about ants, namely their anatomy, modus vivendi, feeding, reproduction and the importance of these living beings for the environment. Consequently, the following research problem emerged, stated in three questions: 1. What are the initial perceptions of 3rd-year students about ants? 2. How can the proposed activities facilitate student learning? and 3. How does student learning about ants’ progress during the educational intervention? To answer the research question, the following objectives were defined: 1. To analyze students' prior conceptions about ants, particularly their anatomy, feeding, reproduction, behavior, lifespan, and social organization; 2. To understand whether the proposed activities promote the teaching-learning process for students, with the aim of making it a meaningful learning experience for them; and 3. To research and understand whether there was progress in students' conceptions about ants after the educational intervention. Considering the research problem that guided the exploratory study of this report on Supervised Teaching Practice, I can conclude that the educational intervention carried out in the 3rd year class of the 1st CEB allowed students to progress in their learning about and with ants. In terms of “knowledge about”, there was a considerable increase in the number of students who represented ants with six legs and eyes in their final drawing, compared to their initial drawing. Also noteworthy is the representation of mandibles in the final drawings, something that was not anticipated by the researcher but emerged because of the educational intervention, reinforcing the significance of this learning. As for “learning with” ants, derived from direct contact with these insects, the students developed attitudes of respect and protection. As a measure to protect ants, the students mentioned in both oral and written productions that ant hills should not be stepped on or destroyed, which shows an ecological awareness resulting from the educational intervention.
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Keywords
Aprendizagem Formigas Formigueiro Intervenção educativa Prática de Ensino Supervisionada