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A resolução de problemas associada ao uso de cinco sentidos
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O presente relatório foi desenvolvido no âmbito da unidade curricular de Prática de Ensino Supervisionada, em contexto de jardim de infância, numa Instituição Particular de solidariedade Social (I. P.S. S.), em Montenegro, Faro.
O estudo teve como principal objetivo trabalhar a utilização dos cinco sentidos integrada numa abordagem de resolução de problemas. Participaram no estudo 16 crianças de 3 e 4 anos que realizaram cinco atividades de forma individual.
A estratégia investigativa e de intervenção didática desenvolveu-se em 5 etapas que incluíram a fase de sensibilização para o tema através da leitura mediada da história Quando eu nasci, a fase de conceção de cinco atividades enigma, cuja resolução requeria o uso de um dos 5 sentidos (paladar, audição, tato, olfato, visão), a fase de testagem da eficácia e adequabilidade das atividades, a fase de realização das atividades por cada uma das crianças e a fase de realização das atividades em grande grupo.
Os resultados revelaram que a prestação das crianças na resolução da atividade enigma, cuja resolução requeria o uso da visão, foi a mais elevada, tendo 15 participantes resolvido o enigma. Observou-se que das 16 crianças que participaram nas atividades, apenas 3 crianças com 3 anos conseguiram resolver todos os enigmas no tempo previsto. Constatou-se também que a capacidade de resolução dos enigmas melhorou com a prática das atividades, não se tendo observado, contudo, uma evolução linear.
Neste estudo, a prática de resolução de enigmas com recurso ao uso dos 5 sentidos alterou a predisposição das crianças para resolverem os problemas ao longo do tempo, desenvolvendo capacidades de raciocínio, de tomada de decisão e de observação para recolha de informação multissensorial.
The following report was developed within the framework of the Supervised Teaching Practice course, in a kindergarten context, specifically in a Private Social Solidarity Institution (I.P.S.S.) in Montenegro, Faro. This study aims to raise awareness of the importance of the use of the five senses as part of a problem-solving approach. In this study participated 16 children with 3 and 4 years old who perfomed five activities individually. The investigative and didactic intervention strategy was developed in 5 stages that included the stage of raising awareness of the topic through the mediated reading of the story When I was born, the stage of designing five activities-mystery, whose resolution required the use of one of the 5 senses (taste, hearing, touch, smell, vision), the phase of testing the effectiveness and suitability of the activities, the phase of carrying out the activities by each of the children and the phase of carrying out the activities in a large group. The results revealed that the children's performance in solving the mystery activity, whose resolution required the use of vision, was the highest, with 15 participants solving the problem. It was observed that of 16 children who participated in the activities, only 3 children aged 3 years managed to solve all the problems in the allotted time. It was also found that the ability to solve problems improved with the practice of activities, not having been observed, however, a linear evolution. In this study, the practice of solving problems using the 5 senses changed the children's predisposition to solve problems over time, developing reasoning, decision-making and observation skills to collect multisensory information.
The following report was developed within the framework of the Supervised Teaching Practice course, in a kindergarten context, specifically in a Private Social Solidarity Institution (I.P.S.S.) in Montenegro, Faro. This study aims to raise awareness of the importance of the use of the five senses as part of a problem-solving approach. In this study participated 16 children with 3 and 4 years old who perfomed five activities individually. The investigative and didactic intervention strategy was developed in 5 stages that included the stage of raising awareness of the topic through the mediated reading of the story When I was born, the stage of designing five activities-mystery, whose resolution required the use of one of the 5 senses (taste, hearing, touch, smell, vision), the phase of testing the effectiveness and suitability of the activities, the phase of carrying out the activities by each of the children and the phase of carrying out the activities in a large group. The results revealed that the children's performance in solving the mystery activity, whose resolution required the use of vision, was the highest, with 15 participants solving the problem. It was observed that of 16 children who participated in the activities, only 3 children aged 3 years managed to solve all the problems in the allotted time. It was also found that the ability to solve problems improved with the practice of activities, not having been observed, however, a linear evolution. In this study, the practice of solving problems using the 5 senses changed the children's predisposition to solve problems over time, developing reasoning, decision-making and observation skills to collect multisensory information.
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Keywords
Cinco sentidos Resolução de problemas Educação pré-escolar Educação em ciências Observação científica.