Loading...
Publication
Estratégia didática e de sensibilização ecológica dedicada ao estudo da unidade de solos no 4.° ano do 1.° Ciclo do Ensino Básico
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 2.08 MB | Adobe PDF |
Authors
Advisor(s)
Abstract(s)
O presente relatório investigativo foi realizado no âmbito da Prática de Ensino Supervisionada do mestrado em Ensino do 1.º Ciclo do Ensino Básico e de Matemática e Ciências Naturais no 2.º Ciclo do Ensino Básico. Assenta numa investigação qualitativa de caráter interpretativo, com observação participante, onde os dados foram recolhidos através de observação direta, notas de campo, registos fotográficos e audiovisuais, questionários e registos dos participantes.
Averiguaram-se as conceções prévias, dos 26 alunos de uma escola de Faro, quanto à temática dos solos com o Questionário 1; realizou-se uma atividade experimental, preparada na forma de Kit, relacionada com a capacidade de retenção de água no solo e uma atividade de leitura e pintura como manifestação da reflexão dos alunos acerca de notícias que sensibilizavam para fatores ecológicos; efetuou-se o Questionário 2 para confirmação e demonstração de conhecimento acerca dos solos, da sua preservação e proteção.
Constatou-se que os alunos tinham algumas noções válidas sobre conceitos elementares do solo, apesar do pouco contacto que tinham tido com a temática no âmbito escolar. Estes alunos puderam comprovar experimentalmente a im/permeabilidade de diferentes tipos de solos e, também, que a mistura de solos com características diferentes faz alterar a quantidade e a velocidade de passagem da água. Expressaram através do desenho o tamanho e a diversidade dos grânulos que constituem os solos, correlacionando a composição dos solos com as evidências de permeabilidade. Expressaram a sua sensibilidade ecológica e consciência ambiental através de pinturas, usando cores contrastantes e elementos simbólicos para representar ambientes poluídos e não poluídos.
Este estudo desenvolveu, inclusive, competências como a autonomia, a responsabilidade e o pensamento crítico, presentes nas Aprendizagens Essenciais e no PASEO. Mediante as conclusões, acredita-se que as atividades dinamizadas acrescentaram conhecimento concetual, procedimental e atitudinal que foi percecionado por intermédio das manifestações escritas, orais e artísticas.
This report was carried out under the Supervised Teaching Practice of the Master's in Teaching of the 1st Cycle of Basic Education and of Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. It was based on an investigation of a qualitative and interpretive nature where the investigator was a participant observer. Data were collected through direct observation, field notes, photographic and audiovisual records, questionnaires and participant records. The previous conceptions of 26 students from Faro were addressed by the filling of Questionnaire 1 of soil thematic; an experimental activity was carried out with Kits to assess the soil water retention capacity, and a reading and painting activity as a manifestation of their reflexions about ecological news; the Questionnaire 2 was performed to confirm and show the knowledge about the soil, its preservation and conservation. Through the data analysis, it could be seen that the participating students had some valid notions about several basic concepts despite the little contact with the theme in question in the school environment. These students had the opportunity to experiment im/permeability of different types of soils and also that the mixture of soils with different characteristics change the quantity and velocity of water passage to another recipient. They expressed through painting the dimension and diversity of the granules that constitute the soils, comparing its composition with the evidence of permeability. The students expressed their ecological sensibility and environment awareness through paintings, using contrasting colours and symbolic elements to represent polluted and unpolluted environment. Also, this study had contributed to develop skills such as autonomy, responsibility, and critical thinking, present in Essential Learning and PASEO. Through the conclusions of this investigation, it is believed that the streamlined activities added conceptual, procedural and attitudinal knowledge that was perceived through written, oral and artistic manifestations.
This report was carried out under the Supervised Teaching Practice of the Master's in Teaching of the 1st Cycle of Basic Education and of Mathematics and Natural Sciences in the 2nd Cycle of Basic Education. It was based on an investigation of a qualitative and interpretive nature where the investigator was a participant observer. Data were collected through direct observation, field notes, photographic and audiovisual records, questionnaires and participant records. The previous conceptions of 26 students from Faro were addressed by the filling of Questionnaire 1 of soil thematic; an experimental activity was carried out with Kits to assess the soil water retention capacity, and a reading and painting activity as a manifestation of their reflexions about ecological news; the Questionnaire 2 was performed to confirm and show the knowledge about the soil, its preservation and conservation. Through the data analysis, it could be seen that the participating students had some valid notions about several basic concepts despite the little contact with the theme in question in the school environment. These students had the opportunity to experiment im/permeability of different types of soils and also that the mixture of soils with different characteristics change the quantity and velocity of water passage to another recipient. They expressed through painting the dimension and diversity of the granules that constitute the soils, comparing its composition with the evidence of permeability. The students expressed their ecological sensibility and environment awareness through paintings, using contrasting colours and symbolic elements to represent polluted and unpolluted environment. Also, this study had contributed to develop skills such as autonomy, responsibility, and critical thinking, present in Essential Learning and PASEO. Through the conclusions of this investigation, it is believed that the streamlined activities added conceptual, procedural and attitudinal knowledge that was perceived through written, oral and artistic manifestations.
Description
Keywords
Solo 1.º ciclo do ensino básico Ecologia e sustentabilidade Educação em ciências Estratégias de ensino Atividades em ciências