Contributos para a Promoção de Aprendizagens de Qualidade em Química Introdutória no Ensino Superior
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Data
2011
Autores
Marques, Cristina Maria Correia
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Resumo
Esta proposta de investigação tem como objectivo principal constituir-se numa
contribuição para melhorar as aprendizagens dos estudantes em conhecimentos,
competências e atitudes, da disciplina de Química da licenciatura em Ecologia Aplicada
da Universidade de Trás-os-Montes e Alto Douro.
Assim, propusemo-nos encontrar alguns contributos para o problema geral de
investigação Como promover a qualidade das aprendizagens dos estudantes, de uma
disciplina do âmbito de química introdutória? procurando respostas para as seguintes
três questões de investigação:
Q1 – Que aspectos do desenho curricular são importantes para promover
aprendizagens de qualidade?
Q2 – Que aspectos são importantes na implementação e gestão de um
desenho curricular para promover aprendizagens de qualidade?
Q3 – Qual o papel do professor e do seu desenvolvimento profissional na
qualidade das aprendizagens?
O trabalho de investigação partiu da concepção, implementação, gestão e
avaliação de um desenho curricular, fundamentado em princípios sócio-construtivistas,
e foi desenvolvido com a constituição de dois estudos de caso do tipo
investigação-acção e de dois estudos de caso do tipo avaliativo.
Esta investigação subdividiu-se em duas fases que decorreram ao longo de
três períodos distintos dos anos lectivos de 2004/05 (1ª fase: 1º caso investigação
acção e 1º caso avaliativo), 2005/06 (2ª fase: 2º caso avaliativo) e 2006/07 (2ª fase:
2º caso investigação-acção). Entre estas duas fases decorreu um ensaio à segunda
fase, que teve lugar no primeiro semestre do ano lectivo de 2005/06.
Deste estudo emergiram quatro resultados fundamentais:
• As tarefas são um aspecto fundamental do desenho curricular que promove
aprendizagens de qualidade: quando apresentadas de modo a serem executadas no
contexto, e a partir da análise, de situações reais; quando apresentadas sob a forma
de problema a resolver; e quando apresentadas numa sequência em que as tarefas se
tornam gradualmente mais abertas e menos estruturadas.
• O desenho curricular, ao integrar tarefas de vários tipos para os estudantes
executarem, concomitantemente com um planeamento apurado da mediação a usar,
contribui para desenvolver conhecimentos e competências de qualidade. As competências desenvolvidas poderão ser de alto nível se as tarefas se articularem com
trabalho laboratorial, apresentado sob a forma de problema a resolver, e com trabalho
por projecto.
• A mediação das aprendizagens dos estudantes e de questões relacionadas
com a implementação do currículo promovem aprendizagens de qualidade. Dos
aspectos desta mediação, destacam-se: (i) abordagem das dificuldades dos estudantes
na sala de aula; (ii) estabelecimento de um fio condutor entre as várias componentes
do currículo ao longo do ensino; (iii) alternância da orientação dada com a autonomia
concedida aos estudantes na execução das suas tarefas.
• Articular todos os aspectos da concepção de um desenho curricular com as
interacções mediadoras das aprendizagens dos estudantes requer, antes de mais, um
professor atento e empenhado. No entanto, os seus esforços devem ir sempre no
sentido de melhorar a sua performance profissional, pois mostrámos que as
aprendizagens dos estudantes melhoram os seus níveis de qualidade se o professor for
também ele melhorando as suas competências diversas e complexas de ensinar.
The main objective of this work is to provide a significant contribution to improve students’ learning quality in knowledge, competences and attitudes in field of introductory chemistry, implemented in the chemistry discipline of the Applied Ecology course of the University of Trás-os-Montes e Alto Douro. We proposed to obtain answers to the problem of investigation How to promote students’ quality of learnings, applied to an introductory chemistry ambit discipline?, asking for answerers to three questions of investigation: Q1 – What aspects of curriculum design are important to promote the quality of learnings? Q2 – What aspects are important in implementation and management of a curriculum design to promote the quality of learning? Q3 – What’s the role of the teacher and his professional development in quality of learnings? This research work began in conception, implementation, management and assessment of a curriculum design, based in socio-constructivist principles, and was developed with the constitution of two case studies of investigation-action type and two case studies of evaluative type, during some semesters in 2004/05, 2005/06 and 2006/07. The questions Q1, Q2 and Q3 leads to four major results: • The tasks are a fundamental issue of the curriculum design that promotes quality learning: when presented in a real context with real situation analysis; when presented in a problem-solve form; and when presented in a task sequence gradually more open and less structured. • The curriculum design with several tasks to be done by students, with a well defined mediation management, is a support to develop quality knowledge and competencies. The developed competencies could be of high quality if articulation between tasks and laboratory work and project work is present. The laboratory activity is given has a problem to solve. The mediation of students’ learnings and issues related with curriculum implementation promotes quality learning. We must emphasize these mediation aspects: (i) help the students to deal with their difficulties in the classroom and keep the students informed about the quality standards to achieve; (ii) show the bond stream during the classes; (iii) teacher guidance with student’s independent thinking and work must be present in an alternated way when students execute their tasks. • Teaching professional development is also important to promote quality learnings when the teacher uses it in designing teaching-learning sequences and in mediating student’s thinking.
The main objective of this work is to provide a significant contribution to improve students’ learning quality in knowledge, competences and attitudes in field of introductory chemistry, implemented in the chemistry discipline of the Applied Ecology course of the University of Trás-os-Montes e Alto Douro. We proposed to obtain answers to the problem of investigation How to promote students’ quality of learnings, applied to an introductory chemistry ambit discipline?, asking for answerers to three questions of investigation: Q1 – What aspects of curriculum design are important to promote the quality of learnings? Q2 – What aspects are important in implementation and management of a curriculum design to promote the quality of learning? Q3 – What’s the role of the teacher and his professional development in quality of learnings? This research work began in conception, implementation, management and assessment of a curriculum design, based in socio-constructivist principles, and was developed with the constitution of two case studies of investigation-action type and two case studies of evaluative type, during some semesters in 2004/05, 2005/06 and 2006/07. The questions Q1, Q2 and Q3 leads to four major results: • The tasks are a fundamental issue of the curriculum design that promotes quality learning: when presented in a real context with real situation analysis; when presented in a problem-solve form; and when presented in a task sequence gradually more open and less structured. • The curriculum design with several tasks to be done by students, with a well defined mediation management, is a support to develop quality knowledge and competencies. The developed competencies could be of high quality if articulation between tasks and laboratory work and project work is present. The laboratory activity is given has a problem to solve. The mediation of students’ learnings and issues related with curriculum implementation promotes quality learning. We must emphasize these mediation aspects: (i) help the students to deal with their difficulties in the classroom and keep the students informed about the quality standards to achieve; (ii) show the bond stream during the classes; (iii) teacher guidance with student’s independent thinking and work must be present in an alternated way when students execute their tasks. • Teaching professional development is also important to promote quality learnings when the teacher uses it in designing teaching-learning sequences and in mediating student’s thinking.
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Tese de Doutoramento em Química