Auto e Co-avaliação da aprendizagem no âmbito da Aprendizagem Cooperativa: Efeito no rendimento escolar e na responsabilidade individual dos alunos
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2010
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A aprendizagem cooperativa é uma das metodologias de ensino-aprendizagem mais investigadas. Os resultados das investigações realizadas são consistentes no que diz respeito às suas elevadas potencialidades na melhoria do rendimento escolar e das competências sociais, no aumento da motivação dos alunos, bem como na diminuição dos problemas de indisciplina na sala de aula e na escola.
Neste estudo, foi utilizado o método de aprendizagem cooperativa - Investigando em Grupo, na leccionação dos conteúdos programáticos inerentes à unidade Sustentabilidade Terrestre. Os alunos do oitavo ano de escolaridade trabalharam em grupos heterogéneos para atingir determinados objectivos comuns pelos quais foram responsáveis todos os membros do grupo.
Na avaliação das actividades das aprendizagens desenvolvidas a partir do método Investigando em Grupo, foram aplicados métodos de auto-avaliação e co-avaliação para a obtenção de classificações individuais e, desta forma, conseguir a dedução da nota individual de cada aluno - NIA em actividades cooperativas baseada no método apresentado por Jiménez (2006).
Os principais objectivos desta intervenção foram:
- Averiguar a influência da auto-avaliação e da co-avaliação na responsabilidade individual dos diferentes elementos dos grupos de aprendizagem cooperativa;
- Verificar a influência do método de avaliação cooperativa, auto-avaliação e co-avaliação, possibilitados pela utilização do método Investigando em Grupo, no rendimento escolar dos alunos da amostra;
- Inferir sobre a importância da aprendizagem cooperativa no ensino-aprendizagem das Ciências Naturais.
A amostra do estudo era constituída por 16 alunos que frequentavam o 8º ano de escolaridade, durante o ano lectivo 2008/2009.
Para a recolha de dados, que permitissem atingir os objectivos do estudo, utilizaram-se os seguintes instrumentos:
- Questionário – “Funcionamento do grupo”, para que os alunos pudessem avaliar como se processou o trabalho e o funcionamento do grupo;
- “Grelha de auto-avaliação e co-avaliação”, para que os alunos se avaliassem individualmente e avaliassem os seus colegas de grupo;
- “Lista de verificação dos trabalhos realizados”, para avaliar os trabalhos realizados pelos alunos.
Esta investigação permitiu-nos concluir que a aprendizagem cooperativa, nomeadamente o método - Investigando em Grupo, aliado à avaliação cooperativa (auto e co-avaliação) melhoram a responsabilidade individual e o rendimento escolar dos alunos.
Parece, ainda, poder concluir-se que a cooperação é fundamental no ensino-aprendizagem das Ciências e, desta forma contribuir para a aquisição das competências essenciais a que se reporta o Currículo Nacional do Ensino Básico.
Cooperative learning is one of the most investigated learning-teaching methodologies. The results of the carried out investigations make proof of that. There was a significant improvement of students’ school performance, social skills, motivation as well as a diminution of indiscipline in the classroom and in the school. In this study we used the cooperative learning methodology of Group Investigation, when teaching the Curriculum Unit- Terrestrial Sustainability. Eighth grade students worked in heterogeneous groups to achieve common objectives, for which all group members were held responsible. In the evaluation of the learning activities developed through the Group Investigation Method, we applied self assessment as well as peer assessment to get individual grades and to be able to assess each student grade – NIA in cooperative activities based on Jiménez method (2006). The main objectives for this procedure were: - To verify the influence of self and peer assessment on the individual responsibility of the different students who formed the groups of cooperative learning; - To verify the influence of the Cooperative Assessment Method and of the Self and Peer Assessment on the sample students’ school reports ; - To infer about the importance of cooperative learning in the teaching-learning process of the school subject- Natural Sciences. The study was carried out on a sample of sixteen eighth grade students during the school year 20008/2009. To gather the data, which allowed us to get the aims of this study, we used the following instruments: - A questionnaire on “Group function”, so that the students were able to evaluate the working process as well as the group modus operandi; - “Self and peer assessment grid”, so that the students were able to assess themselves and their peers; - “A list to verify the developed works”- to assess the works done by the students. This study enabled us to conclude that Cooperative learning, namely the Group Research Method allied to the Cooperative Assessment (self and peer assessment) improve students’ individual responsibility as well as their school grades. Moreover, one can conclude that cooperation is fundamental in the teaching- learning process of Natural Sciences, and that it enables students to acquire the essential skills of our National Ensino Básico Curriculum.
Cooperative learning is one of the most investigated learning-teaching methodologies. The results of the carried out investigations make proof of that. There was a significant improvement of students’ school performance, social skills, motivation as well as a diminution of indiscipline in the classroom and in the school. In this study we used the cooperative learning methodology of Group Investigation, when teaching the Curriculum Unit- Terrestrial Sustainability. Eighth grade students worked in heterogeneous groups to achieve common objectives, for which all group members were held responsible. In the evaluation of the learning activities developed through the Group Investigation Method, we applied self assessment as well as peer assessment to get individual grades and to be able to assess each student grade – NIA in cooperative activities based on Jiménez method (2006). The main objectives for this procedure were: - To verify the influence of self and peer assessment on the individual responsibility of the different students who formed the groups of cooperative learning; - To verify the influence of the Cooperative Assessment Method and of the Self and Peer Assessment on the sample students’ school reports ; - To infer about the importance of cooperative learning in the teaching-learning process of the school subject- Natural Sciences. The study was carried out on a sample of sixteen eighth grade students during the school year 20008/2009. To gather the data, which allowed us to get the aims of this study, we used the following instruments: - A questionnaire on “Group function”, so that the students were able to evaluate the working process as well as the group modus operandi; - “Self and peer assessment grid”, so that the students were able to assess themselves and their peers; - “A list to verify the developed works”- to assess the works done by the students. This study enabled us to conclude that Cooperative learning, namely the Group Research Method allied to the Cooperative Assessment (self and peer assessment) improve students’ individual responsibility as well as their school grades. Moreover, one can conclude that cooperation is fundamental in the teaching- learning process of Natural Sciences, and that it enables students to acquire the essential skills of our National Ensino Básico Curriculum.
Descrição
Dissertação de Mestrado em Biologia e Geologia para o Ensino
Palavras-chave
Ciências naturais , Ensino/aprendizagem , Importância da aprendizagem cooperativa