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A influência da criação de jogos didáticos na aprendizagem e motivação dos estudantes nas aulas de Português e História e Geografia de Portugal no 2.º Ciclo do Ensino Básico
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Abstract(s)
O presente relatório foi desenvolvido no âmbito da unidade curricular de Prática de Ensino Supervisionada (PES), numa escola de 2.º e 3.º Ciclos, da cidade de Portimão, mais concretamente, numa turma de 5.º ano, no âmbito da disciplina de Português, e numa turma de 6.º ano, no âmbito da disciplina de História e Geografia de Portugal (HGP).
Esta investigação tem como objetivo compreender se a criação de jogos didáticos influencia a aprendizagem e a motivação dos(as) alunos(as) nas disciplinas de Português e História e Geografia de Portugal do 2.º Ciclo do Ensino Básico.
Para o desenvolvimento deste estudo, foram dinamizadas várias atividades, tendo os/as estudantes elaborado jogos didáticos digitais, com base nos conteúdos programáticos referentes às duas disciplinas, recorrendo à plataforma wordwall. Assim, na disciplina de Português, foram criados: i) um quiz sobre a obra “A fada Oriana”, ii) um jogo de verdadeiro ou falso sobre a obra “O príncipe Nabo” e iii) uma sopa de letras sobre as caraterísticas do texto dramático. Já na disciplina de HGP, foram construídos: i) dois quizzes, subordinados aos títulos “Salazar e o Estado Novo” e “O Ultramar e Guerra Colonial”, ii) duas sopas de letras respetivamente designadas “A Oposição ao Estado Novo” e “As Condições de Vida dos Portugueses" e iii) um jogo de verdadeiro ou falso sobre a “Difusão dos Ideais do Estado Novo”.
Verificou-se que a criação dos jogos didáticos teve um impacto positivo no processo de aprendizagem dos alunos, ajudando-os(as) a ultrapassar algumas das dificuldades registadas inicialmente. No que diz respeito à perceção dos(as) estudantes acerca destes jogos no seu processo de aprendizagem, todos demonstraram gostar de elaborar o jogo, afirmando que este método de trabalho, assim como as ferramentas criadas, são uma forma lúdica e diferente de aprender e estudar. Esta metodologia de trabalho foi cativante e motivadora para os alunos, especialmente para aqueles com mais dificuldades de aprendizagem pois desta forma foi possível trabalhar em grupo e compreender melhor os conteúdos que foram trabalhados.
This report was developed within the scope of the Supervised Teaching Practice curricular unit, in a school of 2nd and 3rd Cycle, in the city of Portimão, more specifically two groups, in a 5th year class, in the scope of the Portuguese subject, and in a 6th year class, in the scope of the subject of History and Geography of Portugal (HGP). This investigation aims to understand if the creation of didactic games influences the learning and motivation of students in the scope of the Portuguese subject and History and Geography of Portugal (HGP) 2nd Cycle of Basic Education. For the development of this study, several activities were dynamized, in which the students developed digital didactic games about the syllabus contents related to the two subjects, using the Wordwall Platform. Thus, in the scope of the Portuguese subject students created the following games: i) a quiz about the book “A fada Oriana”, ii) a true or false game about the book “O Príncipe Nabo” and iii) a word search puzzle about the characteristics of the dramatic text. In the scope of the HGP subject, the following were elaborated: i) two quizzes, under the titles “Salazar e o Estado Novo” and “O Ultramar e Guerra Colonial”, ii) two word search puzzle called “A oposição ao Estado Novo” and “As condições de vida dos Portugueses" and iii) a game of true or false about the “Difusão dos ideais do Estado Novo”. It was found that the creation of didactic games had a positive impact on the students' learning process, helping to overcome some of the difficulties initially presented. Regarding the students' perception of these games in their learning process, all students showed to enjoy making these games and said that this strategy helped them to overcome some of the difficulties they felt. Most of the students said they believe that this method of work, as well as the respective tools, are a playful and different way of learning and studying. This work methodology was captivating and motivating for the students, especially for those with more learning difficulties, as this way it was possible to work in groups and better understand the contents that were worked on.
This report was developed within the scope of the Supervised Teaching Practice curricular unit, in a school of 2nd and 3rd Cycle, in the city of Portimão, more specifically two groups, in a 5th year class, in the scope of the Portuguese subject, and in a 6th year class, in the scope of the subject of History and Geography of Portugal (HGP). This investigation aims to understand if the creation of didactic games influences the learning and motivation of students in the scope of the Portuguese subject and History and Geography of Portugal (HGP) 2nd Cycle of Basic Education. For the development of this study, several activities were dynamized, in which the students developed digital didactic games about the syllabus contents related to the two subjects, using the Wordwall Platform. Thus, in the scope of the Portuguese subject students created the following games: i) a quiz about the book “A fada Oriana”, ii) a true or false game about the book “O Príncipe Nabo” and iii) a word search puzzle about the characteristics of the dramatic text. In the scope of the HGP subject, the following were elaborated: i) two quizzes, under the titles “Salazar e o Estado Novo” and “O Ultramar e Guerra Colonial”, ii) two word search puzzle called “A oposição ao Estado Novo” and “As condições de vida dos Portugueses" and iii) a game of true or false about the “Difusão dos ideais do Estado Novo”. It was found that the creation of didactic games had a positive impact on the students' learning process, helping to overcome some of the difficulties initially presented. Regarding the students' perception of these games in their learning process, all students showed to enjoy making these games and said that this strategy helped them to overcome some of the difficulties they felt. Most of the students said they believe that this method of work, as well as the respective tools, are a playful and different way of learning and studying. This work methodology was captivating and motivating for the students, especially for those with more learning difficulties, as this way it was possible to work in groups and better understand the contents that were worked on.
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Keywords
Motivação Jogos didáticos Aprendizagem TIC Português HGP