A modelação análoga no ensino da geologia: um estudo centrado na aprendizagem baseada na resolução de problemas
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2013-11-14
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Os problemas económicos, tecnológicos, sociais e ambientais, que assolam o ser humano impõem a formação de cidadãos com capacidade de intervir de forma responsável, sendo a Educação em Ciência o motor do desenvolvimento de capacidades que promovem a construção de conhecimento científico capaz de ser evocado e mobilizado na procura de soluções para esses problemas. O currículo atual de ciências físicas e naturais dá ênfase à resolução de problemas, tendo o questionamento e a investigação papéis primordiais no desenvolvimento de competências. As orientações curriculares sugerem o envolvimento dos alunos em atividades que permitam desenvolver atitudes responsáveis e críticas face a intervenções do homem na natureza, o reconhecimento da investigação científica como uma via de resolução de problemas e a realização de trabalhos individuais e colaborativos como aprendizagens para a ação e intervenção na sociedade. Assim, a escola não pode limitar-se a uma transmissão de saberes tendo que valorizar metodologias de ensino mais inovadoras e dirigidas para a investigação como, por exemplo, a Aprendizagem Baseada na Resolução de Problemas (ABRP). Neste contexto, desenvolveu-se um estudo com alunos do 11º ano de escolaridade que frequentam a disciplina de biologia e geologia – na componente de geologia. Pretendia-se averiguar se ocorriam aprendizagens mais efetivas quando estes eram submetidos a uma intervenção fundamentada numa metodologia de ABRP e com recurso à modelação análoga. Apoiados numa Investigação e Desenvolvimento e em variados instrumentos para recolha de dados, realizamos uma investigação fortemente apoiada por técnicas qualitativas. A pluralidade de instrumentos de investigação (relatórios, listas de verificação, documentos de avaliação) foi intencional tendo em vista a validação dos resultados. Para a implementação da ABRP foi delineado um programa de intervenção e foram concebidos e construídos recursos educativos que incluíram modelos análogos. Em sala de aula, e durante a intervenção, realizaram-se atividades experimentais cujos procedimentos foram delineados pelos alunos promovendo-se, assim, o desenvolvimento de capacidades pessoais, a resolução de problemas e o domínio de ferramentas conducentes à construção de conhecimentos. Foi, ainda, possível avaliar a adequação e exequibilidade dos materiais educativos e dos instrumentos de recolha de dados. Os resultados obtidos denunciaram positivamente que os alunos valorizam este tipo de metodologia, bem como a modelação análoga como estratégia facilitadora da compreensão de processos e fenómenos geológicos, e a utilidade da geologia na resolução de problemas do quotidiano. De igual modo, inferiu-se que as atividades experimentais mobilizaram os alunos na conceção de modelos análogos, na idealização de procedimentos experimentais e no estabelecimento de ligações entre as suas explicações e as explicações científicas, constituindo um meio de aprendizagem da linguagem científica caraterística da área da geologia. Face aos resultados obtidos parece ser realçada a reavaliação e renovação das práticas em Educação em Ciência, nomeadamente no ensino da geologia, assentes numa mudança metodológica que envolva ativamente os alunos, os auxilie a aprender com problemas e consubstanciada na modelação análoga.
The economical, technological, social and environmental problems that overwhelm the human being impose the formation of citizens capable of interferingin a responsible wayin view of the fact that the Education in Science is the engine of the development of capacities that promote the construction of scientific knowledge capable of being evoked and mobilized in the search of solutions to those problems. The present curriculum of Physics and Natural Science emphasizes the solution of problems and the questioning and the investigation have a leading role in what concerns to the development of skills. The curricular guidance recommends the involvement of students in activities that allow them to develop responsible and critical attitudes towards the intervention of men in nature, the recognition of scientific investigation as a way of solving problems and the accomplishment of individual and collaborative work as an apprenticeship to act and interfere in society. This way, school can not restrict itself to a mere conveying of knowledge. It has to give added value to more innovative teaching methodologies directed to the investigation as, for example, the Apprenticeship Based on the Resolution of Problems (ABRP). In this context, it has been developed a research within students of the 11th grade who attend the subject of Biology and Geology, in the component of Geology. It was intended to inquire if apprenticeship was more effective when students were submitted to an intervention based on an ABRP methodology and resorting to analogous moulding. Supported by an Investigation and Development and in various instruments to gather data, we carried out an investigation intensely supported by qualitative techniques. The variety of investigation instruments (reports, verification listsand assessment documents) was deliberateand it sought the validation of results. It was depicted aprogramme of interventionto the implementation of the ABRP and educational resources that included analogous patterns were conceived and framed. In the classroom, and during the intervention, experimental activities whose procedures were outlined by the students were carried out promoting, this way, the development of individual talent, the resolution of problems and the dominion of tools conducive to the edificationof knowledge. In addition, it was possible to assess the appropriateness and the workability of the educational materials and the assembling data instruments. The results obtained have positively revealed that the students value this kind of methodology, as well as the analogous moulding as a facilitator strategy to the comprehension of geological processes and phenomenon and the benefits of Geology in the resolution of daily problems. In the same way, it has been inferred that the experimental activities have encouraged the students to build analogous models, to idealize experimental procedures and to establish connections between their own and scientific explanations establishing a means of apprenticeship of scientific language which is characteristic of the Geology. In view of the results obtained the revaluation and the renewal of the skills in the Education in Science seem to have been enhanced, namely in what concerns to the teaching of Geology, based upon a methodological change that actively involves the students, that helps them to learn with problems and which is consolidated in analogous moulding.
The economical, technological, social and environmental problems that overwhelm the human being impose the formation of citizens capable of interferingin a responsible wayin view of the fact that the Education in Science is the engine of the development of capacities that promote the construction of scientific knowledge capable of being evoked and mobilized in the search of solutions to those problems. The present curriculum of Physics and Natural Science emphasizes the solution of problems and the questioning and the investigation have a leading role in what concerns to the development of skills. The curricular guidance recommends the involvement of students in activities that allow them to develop responsible and critical attitudes towards the intervention of men in nature, the recognition of scientific investigation as a way of solving problems and the accomplishment of individual and collaborative work as an apprenticeship to act and interfere in society. This way, school can not restrict itself to a mere conveying of knowledge. It has to give added value to more innovative teaching methodologies directed to the investigation as, for example, the Apprenticeship Based on the Resolution of Problems (ABRP). In this context, it has been developed a research within students of the 11th grade who attend the subject of Biology and Geology, in the component of Geology. It was intended to inquire if apprenticeship was more effective when students were submitted to an intervention based on an ABRP methodology and resorting to analogous moulding. Supported by an Investigation and Development and in various instruments to gather data, we carried out an investigation intensely supported by qualitative techniques. The variety of investigation instruments (reports, verification listsand assessment documents) was deliberateand it sought the validation of results. It was depicted aprogramme of interventionto the implementation of the ABRP and educational resources that included analogous patterns were conceived and framed. In the classroom, and during the intervention, experimental activities whose procedures were outlined by the students were carried out promoting, this way, the development of individual talent, the resolution of problems and the dominion of tools conducive to the edificationof knowledge. In addition, it was possible to assess the appropriateness and the workability of the educational materials and the assembling data instruments. The results obtained have positively revealed that the students value this kind of methodology, as well as the analogous moulding as a facilitator strategy to the comprehension of geological processes and phenomenon and the benefits of Geology in the resolution of daily problems. In the same way, it has been inferred that the experimental activities have encouraged the students to build analogous models, to idealize experimental procedures and to establish connections between their own and scientific explanations establishing a means of apprenticeship of scientific language which is characteristic of the Geology. In view of the results obtained the revaluation and the renewal of the skills in the Education in Science seem to have been enhanced, namely in what concerns to the teaching of Geology, based upon a methodological change that actively involves the students, that helps them to learn with problems and which is consolidated in analogous moulding.
Descrição
Tese de Doutoramento em Ciências da Terra e da Vida.
Palavras-chave
Ciências da terra , Modelação análoga , Geologia , Ensino/aprendizagem , Ensino secundário