A aprendizagem cooperativa no ensino-aprendizagem das Ciências Naturais - o método STAD
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2008
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Nas últimas décadas a investigação na área do Ensino tem demonstrado que a aprendizagem cooperativa favorece grandemente a melhoria do rendimento escolar e, simultaneamente o desenvolvimento de competências sociais pelos alunos.
Na aprendizagem cooperativa os alunos trabalham juntos em pequenos grupos,heterogéneos, com o intuito de atingir objectivos de aprendizagem comuns. Os métodos,cooperativos possibilitam envolver todos os alunos na aprendizagem, sendo a,heterogeneidade encarada e potenciada como um elemento facilitador da aprendizagem, contrariamente ao que acontece na maioria das situações, quando o professor recorre à utilização de uma metodologia tradicional de ensino.
Ao utilizar a diversidade entre os elementos de uma turma como elemento potenciador da aprendizagem, a aprendizagem cooperativa promove, por um lado, bons resultados escolares no domínio cognitivo e, por outro, importantes aprendizagens no que se refere ao domínio sócio-afectivo. De acordo com Johnson, Johnson e Stanne (2000), esta metodologia de ensino aprendizagem promove a socialização, desde o Jardim-de-infância até à Universidade, permitindo ganhos no que se refere às relações sociais entre diferentes culturas e etnias, para além de ganhos a nível de motivação, curiosidade e empenho no trabalho.
Trabalhar cooperativamente permite aos alunos desenvolver a auto-estima, melhorar o relacionamento interpessoal e prevenir alguma indisciplina típica de salas de aula. Ao aprender a trabalhar com os outros e para os outros o aluno mune-se de ferramentas indispensáveis a uma intervenção individual e comunitária na sociedade.
Prepara-se ainda, para empregos seguros e duradouros em que o trabalho em equipa é o segredo para a competitividade.
Segundo o “Currículo Nacional do Ensino Básico – Competências Essenciais”, 2001, os professores das diferentes áreas curriculares devem privilegiar actividades de aprendizagem que possibilitem aos alunos adquirir/desenvolver competências de cooperação, dado que saber cooperar é uma das competências transversais do perfil de competências dos alunos no final do 3º Ciclo do Ensino Básico.
Partindo destes pressupostos, foi desenvolvida uma investigação que pretendeu averiguar a influência do método cooperativo “Equipas de Alunos para o Sucesso”
(STAD) na auto-estima e nas aprendizagens escolares e sociais de alunos do nono ano de escolaridade. Os principais objectivos desta intervenção, que decorreu de Setembro de 2005 a Junho de 2006, foram:
- Averiguar a eficácia do método STAD no rendimento escolar e no autoconceito dos alunos da amostra;
- Analisar a evolução do conceito de trabalho de grupo revelada pelos alunos da amostra,
- Reflectir sobre a influência das estratégias de ensino–aprendizagem utilizadas, no êxito ou fracasso obtido;
- Inferir sobre a importância da aprendizagem cooperativa no ensino aprendizagem das Ciências Naturais.
A amostra do estudo era constituída por 20 alunos que frequentavam o 9º ano de escolaridade, durante o ano lectivo de 2005/2006.
Para a recolha dos dados, que permitissem atingir os objectivos do estudo, utilizaram-se os seguintes instrumentos:
- Questionário 1 – “Avaliação das competências sociais”, para diagnosticar as competências sociais que os alunos demonstrassem não possuir preparação;
- Questionário 2 – “Escala de autoconceito Piers-Harris Children’s Self-Concept
Scale”, para avaliar o autoconceito ou auto-estima dos alunos;
- Questionário 3 – “Conceito de trabalho de Grupo”, de maneira a identificar a forma como os alunos vêm o trabalho de grupo;
- Questionário 4 – “Avaliação do trabalho cooperativo”, para investigar a forma como os alunos vivenciaram esta experiência de ensino-aprendizagem;
- “Grelha de auto-avaliação do trabalho de grupo”, que serviu para verificar o funcionamento das equipas;
- Mini-testes e Prova global, com a finalidade de verificar a influência da metodologia cooperativa no rendimento escolar dos alunos.
Esta investigação permitiu-nos concluir que a aprendizagem cooperativa, nomeadamente o método STAD melhora a auto-estima e o rendimento escolar dos alunos. Estes começam a ter uma visão diferente do trabalho de grupo, não como uma simples estratégia de juntar alunos para realizar uma tarefa, mas como um processo de construção partilhada do conhecimento. Parece ainda poder concluir-se que a cooperação é fundamental no ensino-aprendizagem das Ciências.
In the last decades teaching investigation has shown that cooperative learning facilitates not only the improvement of school results, but also the development of social skills by students. In cooperative learning students work together in heterogeneous small groups in order to achieve the same goals. Cooperative methods enable the involvement of all the students in the learning process, in which heterogeneity is seen as a facilitator. This doesn’t happen in most situations, when the teacher uses a traditional method. While using the diversity of the different individuals of a class as a learning potential element, cooperative learning is promoting good school cognitive results on the one hand and important social-affective learning on the other hand. According to Johnson, Johnson and Stanne (2000) this teaching-learning methodology promotes socialization since kindergarden until University, enhancing gains in social relationships between different cultures, motivation, curiosity and engagement at work. Cooperative learning allows students to develop their self-esteem, to improve relationships and to help teachers to prevent classroom disorder. When a student learns how to work with the others and for the others, he acquires fundamental tools to an individual and communitarian intervention in society and prepares himself to long lasting jobs, in which team work is the key to success and competition. According to the “National Curriculum of Basic Education – Essencial Abilities”, 2001, teachers from all curricular areas should favour learning activities which allow students to acquire and develop cooperative abilities, considering that “to cooperate” is a transverse ability to the students’ profile of abilities at the end of Basic Education. Taking these presumptions for granted, an investigation was carried out with the purpose of checking the influence of the cooperative methods “Students Team Achievement Divisions” (STAD) in the self-esteem and in the scholar and social learning of students attending the 9th form. The main goals of the intervention (from September 2005 to June 2006) were: - to inquire about the effectiveness of the STAD method in the school output and in the self-concept of the students observed; - to analise the evolution of the concept “group work”, shown by the students; - to reflect on the influence of the teaching-learning strategies used-both in failure and success; - Infer on the importance of cooperative learning in the teaching-learning process of Science. The sample of the study was made up by 20 students that attended the 9th form in the school year 2005/2006. To collect the data to develop the study and fulfil all its goals, the following tools were used: - Questionnaire 1: “Evaluation of social abilities”, to diagnose the social abilities that students didn’t have; - Questionnaire 2: “Piers-Harris Children’s Self-Concept Scale”, to evaluate the students’ self-concept and self-esteem; - Questionnaire 3: “Group work concept”, in order to identify the way students view group work; - Questionnaire 4: “Cooperative work evaluation”, to investigate the way students lived this teaching-learning experiment; - “Group work self-evaluation chart”, which was useful to verify the team work; - Quizzes and the Global Exam, with the intent to verify the influence of cooperation methodology on the students’ school results. This investigation led us to conclude that cooperative learning, especially the STAD method, improve students’ self-esteem and their school results students see group work in a different way, not just as a basic strategy to join them up and performance a task, but as a process of a shared construction of the knowledge. We can also conclude that cooperation is essencial in the teaching-learning process in Science.
In the last decades teaching investigation has shown that cooperative learning facilitates not only the improvement of school results, but also the development of social skills by students. In cooperative learning students work together in heterogeneous small groups in order to achieve the same goals. Cooperative methods enable the involvement of all the students in the learning process, in which heterogeneity is seen as a facilitator. This doesn’t happen in most situations, when the teacher uses a traditional method. While using the diversity of the different individuals of a class as a learning potential element, cooperative learning is promoting good school cognitive results on the one hand and important social-affective learning on the other hand. According to Johnson, Johnson and Stanne (2000) this teaching-learning methodology promotes socialization since kindergarden until University, enhancing gains in social relationships between different cultures, motivation, curiosity and engagement at work. Cooperative learning allows students to develop their self-esteem, to improve relationships and to help teachers to prevent classroom disorder. When a student learns how to work with the others and for the others, he acquires fundamental tools to an individual and communitarian intervention in society and prepares himself to long lasting jobs, in which team work is the key to success and competition. According to the “National Curriculum of Basic Education – Essencial Abilities”, 2001, teachers from all curricular areas should favour learning activities which allow students to acquire and develop cooperative abilities, considering that “to cooperate” is a transverse ability to the students’ profile of abilities at the end of Basic Education. Taking these presumptions for granted, an investigation was carried out with the purpose of checking the influence of the cooperative methods “Students Team Achievement Divisions” (STAD) in the self-esteem and in the scholar and social learning of students attending the 9th form. The main goals of the intervention (from September 2005 to June 2006) were: - to inquire about the effectiveness of the STAD method in the school output and in the self-concept of the students observed; - to analise the evolution of the concept “group work”, shown by the students; - to reflect on the influence of the teaching-learning strategies used-both in failure and success; - Infer on the importance of cooperative learning in the teaching-learning process of Science. The sample of the study was made up by 20 students that attended the 9th form in the school year 2005/2006. To collect the data to develop the study and fulfil all its goals, the following tools were used: - Questionnaire 1: “Evaluation of social abilities”, to diagnose the social abilities that students didn’t have; - Questionnaire 2: “Piers-Harris Children’s Self-Concept Scale”, to evaluate the students’ self-concept and self-esteem; - Questionnaire 3: “Group work concept”, in order to identify the way students view group work; - Questionnaire 4: “Cooperative work evaluation”, to investigate the way students lived this teaching-learning experiment; - “Group work self-evaluation chart”, which was useful to verify the team work; - Quizzes and the Global Exam, with the intent to verify the influence of cooperation methodology on the students’ school results. This investigation led us to conclude that cooperative learning, especially the STAD method, improve students’ self-esteem and their school results students see group work in a different way, not just as a basic strategy to join them up and performance a task, but as a process of a shared construction of the knowledge. We can also conclude that cooperation is essencial in the teaching-learning process in Science.
Descrição
Dissertação de Mestrado em Biologia/Geologia para o ensino
Palavras-chave
Aprendizagem cooperativa , Ensino das ciências , Métodos pedagógicos