Uma introdução às ciências na Educação Pré-Escolar e no 1.º Ciclo do Ensino Básico através de atividades práticas
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2021-04-14
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O presente relatório descreve e reflete sobre a Prática de Ensino Supervisionada (PES) realizada nos contextos da Educação Pré-Escolar (EPE) e do Ensino do 1.º Ciclo do Ensino Básico (1.º CEB), durante o ano letivo 2019/2020. São descritos dois estudos, um realizado na EPE e outro no 1.º CEB, e faz-se uma reflexão dos seus resultados, bem como da contribuição de todo o processo para o desenvolvimento profissional da estagiária. O foco deste relatório incide sobre a importância do ensino das ciências experimentais, nomeadamente através de atividades práticas abordadas na intervenção realizada em contexto de Jardim de Infância e do 1.º Ciclo do Ensino Básico. Porém, devido à situação de pandemia COVID-19 que se instalou a nível mundial em março de 2020, o estágio do 1.º CEB sofreu uma alteração de ensino presencial para ensino à distância, tenho decorrido através da plataforma Microsoft Teams com o apoio do #EstudoEmCasa transmitido no canal da RTP Memória. Por consequência, só foi possível a estagiária realizar as atividades práticas no contexto de sala de aula na EPE, tendo aproveitado as atividades práticas propostas pelo #EstudoEmCasa para a abordagem realizada com a turma do 1.º CEB. As atividades propostas e realizadas foram planeadas e analisadas tendo em conta três dimensões de objetivos: emocionais, cognitivos e interesse/gosto pela ciência. A análise dos resultados obtidos nas atividades práticas realizadas na EPE e nas entrevistas realizadas aos alunos do 1.º CEB permitiu concluir que em ambos os contextos houve indicadores fortes de envolvimento, aprendizagem e interesse/gosto pela ciência que comprovaram o sucesso destes objetivos por parte das crianças/ alunos, embora na EPE fosse mais visível os de motivação e envolvimento do que propriamente os de aprendizagem e interesse/ gosto pela ciência. No 1.º CEB, apesar de se manter os indicadores relativamente à motivação e ao envolvimento assim como os de aprendizagem, já há indicadores mais concretos no que se refere ao interesse/gosto pela ciência e eventuais escolhas futuras de estudos ou carreiras em áreas científicas. As entrevistas às profissionais de educação permitiram concluir que, tanto na EPE como no 1.º CEB, é extremamente importante a realização de atividades práticas no ensino das ciências, uma vez que através destas as crianças entendem melhor o mundo que as rodeia, aprendendo e envolvendo-se de uma forma ativa e significativa no processo de aprendizagem.
This report describes and reflects on the Supervised Teaching Practice carried out in the contexts of Pre-School Education (EPE) and Teaching of the 1st Cycle of Basic Education (1st CEB), during the academic year 2019/2020. Two studies are described, one carried out at the EPE and the other at the 1st CEB, and a reflection is made of their results, as well as of the contribution of the entire process to the intern's professional development. The focus of this report is on the importance of teaching experimental science, namely through practical activities addressed in the intervention carried out in the context of Kindergarten and of the 1st Cycle of Basic Education. However, due to the COVID-19 pandemic situation that was installed worldwide in March 2020, the internship of the 1st CEB underwent a change from classroom teaching to distance teaching, that was delivered through the Microsoft Teams platform with the support of #EstudoEmCasa broadcast on RTP Memória TV channel. Consequently, it was only possible for the intern to carry out practical activities in the context of the classroom in the EPE, and took advantage of the practical activities proposed by #EstudoEmCasa for the approach carried out with the 1st CEB class. The activities proposed and carried out were planned and analyzed taking into account three dimensions of objectives: emotional, cognitive and linking or being interested in science. The analysis of the results obtained in the practical activities carried out in the EPE and in the interviews carried out with the students of the 1st CEB allowed to conclude that in both contexts there were strong indicators of involvement, learning and linking or being interested in science that proved the success of these objectives of children/students, although in the EPE motivation and involvement were more visible than learning and interest in science. In the 1st CEB, although the indicators regarding motivation and involvement as well as those of learning are maintained, there are already more concrete indicators regarding linking or being interested in science and possible future choices for studies or careers in scientific areas. The interviews with the education professionals allowed us to conclude that, both in the EPE and in the 1st CEB, it is extremely important to carry out practical activities in the teaching of sciences, since through these children understand better the world around them, learning and getting involved in an active and meaningful way in the learning process.
This report describes and reflects on the Supervised Teaching Practice carried out in the contexts of Pre-School Education (EPE) and Teaching of the 1st Cycle of Basic Education (1st CEB), during the academic year 2019/2020. Two studies are described, one carried out at the EPE and the other at the 1st CEB, and a reflection is made of their results, as well as of the contribution of the entire process to the intern's professional development. The focus of this report is on the importance of teaching experimental science, namely through practical activities addressed in the intervention carried out in the context of Kindergarten and of the 1st Cycle of Basic Education. However, due to the COVID-19 pandemic situation that was installed worldwide in March 2020, the internship of the 1st CEB underwent a change from classroom teaching to distance teaching, that was delivered through the Microsoft Teams platform with the support of #EstudoEmCasa broadcast on RTP Memória TV channel. Consequently, it was only possible for the intern to carry out practical activities in the context of the classroom in the EPE, and took advantage of the practical activities proposed by #EstudoEmCasa for the approach carried out with the 1st CEB class. The activities proposed and carried out were planned and analyzed taking into account three dimensions of objectives: emotional, cognitive and linking or being interested in science. The analysis of the results obtained in the practical activities carried out in the EPE and in the interviews carried out with the students of the 1st CEB allowed to conclude that in both contexts there were strong indicators of involvement, learning and linking or being interested in science that proved the success of these objectives of children/students, although in the EPE motivation and involvement were more visible than learning and interest in science. In the 1st CEB, although the indicators regarding motivation and involvement as well as those of learning are maintained, there are already more concrete indicators regarding linking or being interested in science and possible future choices for studies or careers in scientific areas. The interviews with the education professionals allowed us to conclude that, both in the EPE and in the 1st CEB, it is extremely important to carry out practical activities in the teaching of sciences, since through these children understand better the world around them, learning and getting involved in an active and meaningful way in the learning process.
Descrição
Relatório de Estágio de Mestrado apresentado à Universidade de Trás-os-Montes e Alto Douro para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico
Palavras-chave
Educação pré-escolar , 1.ºciclo do ensino básico