A resolução de problemas como promotora do desenvolvimento do pensamento crítico na Educação PréEscolar e no 1.º Ciclo do Ensino Básico
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2019-10-28
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A aprendizagem baseada na resolução de problemas procura promover o pensamento crítico dos alunos e competências essenciais para a aquisição de novos conhecimentos, fundamentais e indispensáveis, para superar obstáculos que surgirão no percurso da vida de qualquer cidadão. A utilização de diferentes estratégias, como o questionamento, com os propósitos de valorizar e avaliar a leitura dos enunciados dos problemas, assim como a sua interpretação, pretende alcançar respostas alargadas, nas quais, os alunos expõem as suas opiniões, pontos de vista e argumentos que os sustentem. Tendo em conta que o pensamento crítico é um fio condutor de capacidades cognitivas, juntamente com a tomada de decisão e resolução de problemas, procurou-se durante a Prática de Ensino Supervisionada (PES), quer na educação pré-escolar, quer no 1.º Ciclo do Ensino Básico (CEB), potenciar estas competências, conjugando os conhecimentos práticos com os teóricos, anteriormente abordados. Nesse sentido, tentouse criar um ambiente propício para que as aprendizagens matemáticas constituíssem um desafio entusiasmante para as crianças/alunos, desenvolvendo as suas capacidades de raciocínio, de comunicação e de resolver problemas, assegurando a articulação entre áreas de conteúdo. Nesse contexto, apresenta-se um estudo realizado no 1.º CEB, numa turma do 3.º ano de escolaridade, na qual se implementaram três problemas em ambiente de PES. Desta forma, pretendeu-se responder às seguintes questões de investigação: Que estratégias os alunos do 3.ºano de escolaridade usam na resolução de problemas? Quais as principais dificuldades dos alunos quando resolvem problemas? No qual, a metodologia utilizada foi de natureza qualitativa e interpretativa. Na análise das respostas aos problemas tentou-se compreender os processos de resolução, formulando categorias de análise a posteriori e apresentando exemplos elucidativos de cada uma das categorias definidas. Conclui-se que, estes alunos, usaram estratégias diversificadas como: a resolução por esquema, a resolução com recurso a cálculos e a resposta direta. Cada aluno tentou chegar ao resultado pelo método que pensava ser o mais apropriado e com o qual se sentia mais à vontade. As suas principais dificuldades residiram em alguns erros de conceito, erros de cálculo, falha na interpretação e, também, falta de conhecimento dos conteúdos.
Problem solving based learning seeks to promote students' critical thinking and essential skills for acquiring new, fundamental and indispensable knowledge to overcome obstacles that will arise in the life course of every citizen. The use of different strategies, such as questioning, with the purpose of valuing and evaluating the reading of problem statements, as well as their interpretation, aims to achieve broad answers, in which students expose their opinions, points of view and arguments. that support them. Given that critical thinking is a common thread of cognitive skills, along with decision making and problem solving, it was sought during Supervised Teaching Practice (STP), both in pre-school education and in primary school, to enhance these skills, combining the practical knowledge with the previously mentioned theoretical ones. In this sense, an attempt was made to create an enabling environment for mathematical learning to be an exciting challenge for children/students, developing their thinking, communication and problem solving skills, ensuring the articulation between content areas. In this context, we present a study carried out in a 3rd grade class of primary school, were was implemented three problems in STP environment. Thus, it was intended to answer the following research questions: What strategies do 3rd grade students use in problem solving? What are students' main difficulties when they solve problems? In which, the methodology used was qualitative and interpretative in nature. In the analysis of the answers to the problems, we tried to understand the resolution processes, formulating a posteriori analysis categories and presenting elucidative examples of each of the defined categories. It was concluded that these students used diversified strategies such as scheme resolution, calculus resolution and direct response. Each student tried to get resurrected by the method he thought was the most appropriate and most comfortable with him. Its main difficulties were some misconceptions, miscalculations, misinterpretation and lack of knowledge of the contents.
Problem solving based learning seeks to promote students' critical thinking and essential skills for acquiring new, fundamental and indispensable knowledge to overcome obstacles that will arise in the life course of every citizen. The use of different strategies, such as questioning, with the purpose of valuing and evaluating the reading of problem statements, as well as their interpretation, aims to achieve broad answers, in which students expose their opinions, points of view and arguments. that support them. Given that critical thinking is a common thread of cognitive skills, along with decision making and problem solving, it was sought during Supervised Teaching Practice (STP), both in pre-school education and in primary school, to enhance these skills, combining the practical knowledge with the previously mentioned theoretical ones. In this sense, an attempt was made to create an enabling environment for mathematical learning to be an exciting challenge for children/students, developing their thinking, communication and problem solving skills, ensuring the articulation between content areas. In this context, we present a study carried out in a 3rd grade class of primary school, were was implemented three problems in STP environment. Thus, it was intended to answer the following research questions: What strategies do 3rd grade students use in problem solving? What are students' main difficulties when they solve problems? In which, the methodology used was qualitative and interpretative in nature. In the analysis of the answers to the problems, we tried to understand the resolution processes, formulating a posteriori analysis categories and presenting elucidative examples of each of the defined categories. It was concluded that these students used diversified strategies such as scheme resolution, calculus resolution and direct response. Each student tried to get resurrected by the method he thought was the most appropriate and most comfortable with him. Its main difficulties were some misconceptions, miscalculations, misinterpretation and lack of knowledge of the contents.
Descrição
Relatório de Prática de Ensino Supervisionada em Educação Pré-Escolar e Ensino do 1.º
Ciclo do Ensino Básico
Palavras-chave
Pensamento crítico , matemática