Aprendizagem cooperativa na sala de aula: uma estratégia
Ficheiros
Data
2006
Autores
Título da revista
ISSN da revista
Título do Volume
Editora
Resumo
Defende-se, actualmente, que a escola deve preparar alunos cientificamente esclarecidos, aptos para tomarem decisões fundamentadas e críticas, ou seja, defende-se um ensino no qual, de acordo com alguns autores, proporcione, para além da aprendizagem dos conteúdos científicos específicos, a formação integral dos alunos, desenvolvendo competências e atitudes que permitam a sua intervenção
e transformação na sociedade de que fazem parte.
Neste sentido, realizou-se um estudo cuja fundamentação teórica se baseou na teoria sócioconstrutivista de Vygotsky e nos princípios da Aprendizagem Cooperativa.
Baseada nas questões de investigação: a) Qual o contributo da Aprendizagem Cooperativa no desenvolvimento, dos alunos, de algumas competências atitudinais, contribuindo assim para uma socialização mais eficaz? b) Qual o contributo da Aprendizagem Cooperativa na promoção, nos alunos, de algumas competências cognitivas relacionadas com a aprendizagem das ciências?
formularam-se os seguintes objectivos: i) Implementar uma prática pedagógica inovadora, baseada na teoria sócio-construtivista de Vygotsky e nos princípios da Aprendizagem Cooperativa que desenvolva, nos alunos, algumas competências atitudinais definidas pelo Ministério da Educação; ii)Implementar uma prática pedagógica inovadora, baseada na teoria sócio-construtivista de Vygotsky e nos princípios da Aprendizagem Cooperativa que desenvolva, nos alunos, algumas competências cognitivas definidas pelo Ministério da Educação.
Para atingir estes objectivos seleccionou-se uma amostra constituída por uma turma do 9º ano de escolaridade de uma escola EB2,3/S. A investigação, na disciplina de Ciências Naturais, iniciou-se com um estudo de pré-intervenção, com o objectivo de desenvolver algumas rotinas nos alunos e que ocorreu durante alguns meses; a intervenção pedagógica iniciou-se no final do segundo período do ano lectivo 2004/2005. Os conteúdos seleccionados foram o Sistema Excretor e o Sistema Reprodutor.
Os grupos de trabalho foram formados de acordo com a bibliografia consultada e permaneceram os mesmos durante todo o estudo.
As actividades desenvolvidas neste estudo foram a STAD, Co-op-Co-op e Controvérsia Académica.
Para recolha de dados foram construídos os seguintes instrumentos: (1) diário do aluno; (2) grelha de observação da professora; (3) questionário a aplicar no final da intervenção pedagógica; (4) préteste/ pós-teste; (5) fichas de controlo de aprendizagem e prova global.
No final da intervenção pedagógica, e tendo em conta o conjunto de todos os dados recolhidos, foi possível retirar um conjunto de conclusões das quais destacamos: (a) desenvolvimento de competências atitudinais e de competências cognitivas definidas para a disciplina; (b) melhor desempenho a nível atitudinal e cognitivo após a intervenção pedagógica; (c) desenvolvimento da Zona de Desenvolvimento Proximal de muitos alunos.
Nowadays it is claimed that school must prepare students to be scientifically enlightened, able to make justified and critical decisions. That is to say that many people support the idea of a teaching which, according to some authors, allows (beyond the learning of specific and scientific contents) a comprehensie formation of students, developing their skills and attitudes, permitting their intervention and transformation of the society to which they belong. In this sense, a study, whose theoretical supports were based on the Social Constructivism by Vygotsky and on the principles of the Cooperative Learning, was carried out. This study had as a basis the following investigation questions: a) What is the contribution of the Cooperative Learning to the development, in students, of attitudinal skills leading, thus, to a more effective socialisation? b) What is the contribution of the Cooperative Learning to the promotion, in students, of some cognitive skills related to the learning of Science? The following aims were established: i) To promote an innovative pedagogical practice based on the Social Constructivism by Vgotsky and on the principles of the Cooperative Learning that may develop, in students, some attitudinal skills fixed by the Ministry of Education; ii) To promote an innovative pedagogical practice based on the Social Constructivism by Vygotsky and on the principles of the Cooperative Learning that may develop, in students, some cognitive skills fixed by the Ministry of Education. In order to attain these aims, a sample of students ( a 9th Form class from a middle school) was selected. The investigation, in Science class, started with a pre-intervention study, having as a goal the development of some routines in students and it took place for several months. The pedagogical intervention began at the end of the second term of the school year 2004/2005. The selected contents were the Excretory System and the Reproductive System. The working groups were formed according to the studied bibliography and remained unaltered during the study. The strategies used in this study were STAD, co-op-co-op and Academic Controversy. In order to gather reliable valid data, several instruments were produced: (1) a student’s diary, (2) a teachers’s assessment grid, (3) a questionnaire to use at the end of the pedagogical intervention, (4) pre-test / post-test, (5) written worksheets to assess learning Tests and Global. At the end of the pedagogical intervention, and having as a support the gathered data, it was possible to come to several conclusions, of which we point out: a) development of attitudinal and cognitive skills established for the subject (Science); b) better attitudinal and cognitive performance after the pedagogical intervention; c) Development of the Proximal Zone in many students.
Nowadays it is claimed that school must prepare students to be scientifically enlightened, able to make justified and critical decisions. That is to say that many people support the idea of a teaching which, according to some authors, allows (beyond the learning of specific and scientific contents) a comprehensie formation of students, developing their skills and attitudes, permitting their intervention and transformation of the society to which they belong. In this sense, a study, whose theoretical supports were based on the Social Constructivism by Vygotsky and on the principles of the Cooperative Learning, was carried out. This study had as a basis the following investigation questions: a) What is the contribution of the Cooperative Learning to the development, in students, of attitudinal skills leading, thus, to a more effective socialisation? b) What is the contribution of the Cooperative Learning to the promotion, in students, of some cognitive skills related to the learning of Science? The following aims were established: i) To promote an innovative pedagogical practice based on the Social Constructivism by Vgotsky and on the principles of the Cooperative Learning that may develop, in students, some attitudinal skills fixed by the Ministry of Education; ii) To promote an innovative pedagogical practice based on the Social Constructivism by Vygotsky and on the principles of the Cooperative Learning that may develop, in students, some cognitive skills fixed by the Ministry of Education. In order to attain these aims, a sample of students ( a 9th Form class from a middle school) was selected. The investigation, in Science class, started with a pre-intervention study, having as a goal the development of some routines in students and it took place for several months. The pedagogical intervention began at the end of the second term of the school year 2004/2005. The selected contents were the Excretory System and the Reproductive System. The working groups were formed according to the studied bibliography and remained unaltered during the study. The strategies used in this study were STAD, co-op-co-op and Academic Controversy. In order to gather reliable valid data, several instruments were produced: (1) a student’s diary, (2) a teachers’s assessment grid, (3) a questionnaire to use at the end of the pedagogical intervention, (4) pre-test / post-test, (5) written worksheets to assess learning Tests and Global. At the end of the pedagogical intervention, and having as a support the gathered data, it was possible to come to several conclusions, of which we point out: a) development of attitudinal and cognitive skills established for the subject (Science); b) better attitudinal and cognitive performance after the pedagogical intervention; c) Development of the Proximal Zone in many students.
Descrição
Dissertação de Mestrado em Biologia e Geologia para o Ensino
Palavras-chave
Aprendizagem cooperativa , Alunos do ensino básico 3º ciclo