O ensino-aprendizagem da física e da química: manuais escolares versus recursos digitais
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2013
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Nesta dissertação investigamos o uso do manual escolar na sala de aula, em consonância com as mudanças das práticas pedagógicas resultantes da existência de novos recursos digitais agregados ao manual escolar, tais como o e-manual, os CD-ROM e DVDs e, as plataformas educacionais na Internet, em particular, a Escola Virtual, da Porto Editora. O leitmotiv da realização desta investigação é avaliar a utilização destes recursos, quer nas práticas pedagógicas inovadoras por parte dos docentes, quer na contribuição para melhorar a aprendizagem dos alunos.
No sentido de melhor compreender e analisar o impacto da integração dos recursos digitais no ensino-aprendizagem, escolhemos os recursos da Porto Editora, visto tratar-se de um estudo de caso centrado numa escola que adotou estes recursos.
A partir de um enquadramento metodológico que procura ultrapassar as dicotomias entre as abordagens quantitativas e as abordagens qualitativas, centramos o nosso estudo numa unidade didática, Astronomia, lecionada no 7º ano de escolaridade, na disciplina de Ciências Físico-Químicas.
Com base num modelo heurístico, os dados recolhidos através de questionários a professores e alunos numa escola onde a investigadora estagiou, referente a este conteúdo, indicam que a utilização dos referidos recursos digitais no ensino-aprendizagem, fomentou a motivação para a realização de atividades propostas, facilitou a compreensão e a aprendizagem de conceitos e motivou os alunos para o estudo na disciplina de Ciências Físico-Químicas. Não podemos deixar de enfatizar a exploração do manual interativo, como um elemento extremamente inovador, e simultaneamente potenciador da disseminação de conhecimentos em espaços não convencionais de ensino, pela possibilidade de autoaprendizagem, respeitando as particularidades dos alunos. No entendimento de uma postura de abertura e de investigação permanente e, conscientes de que o ensino-aprendizagem engloba inúmeros fatores, apontamos alguns trajetos investigativos possíveis que poderão, eventualmente, despontar, a partir deste estudo.
In this dissertation we scrutinize the use of the school manual in the classroom, in line with the changes in pedagogical practices resulting from the existence of new digital resources added to the school manual, such as the e-manual, such as CD-ROMs and DVDs and educational platforms on the Internet, in particular, the Virtual School, from Porto Editora. The leitmotiv of this research is to evaluate the use of these resources, both innovative pedagogical practices used by the teachers and their contribution to improve learning. In order to better understand and analyze the impact of the integration of the digital resources in the teaching-learning process, we choose the resources of Porto Editora, as it is a case study centered on a school which adopted these resources. From a methodological framework which seeks to overcome the dichotomies between the quantitative and qualitative approaches, we focused our study on a teaching unit, astronomy, taught in the 7th year of schooling, in the discipline of Physics-Chemistry Science. Based on a heuristic model, the data collected through questionnaires to teachers and students from several schools in the center of the country, concerning this content, indicate that the use of these digital resources, in the teaching-learning process, has fostered the motivation for the suggested activities, facilitated the understanding and learning of concepts and motivated students to the study of this subject of Physics-Chemistry program. We should emphasize the use of the interactive manual, as an extremely innovative element, and simultaneously a dissemination of knowledge enhancer in non-conventional teaching spaces, because of the potential of self-learning, respecting the particularities of pupils. In the understanding of a position of openness and permanent research, aware that the teaching-learning process encompasses numerous factors, we point out some possible investigative approaches that may likely emerge from this study.
In this dissertation we scrutinize the use of the school manual in the classroom, in line with the changes in pedagogical practices resulting from the existence of new digital resources added to the school manual, such as the e-manual, such as CD-ROMs and DVDs and educational platforms on the Internet, in particular, the Virtual School, from Porto Editora. The leitmotiv of this research is to evaluate the use of these resources, both innovative pedagogical practices used by the teachers and their contribution to improve learning. In order to better understand and analyze the impact of the integration of the digital resources in the teaching-learning process, we choose the resources of Porto Editora, as it is a case study centered on a school which adopted these resources. From a methodological framework which seeks to overcome the dichotomies between the quantitative and qualitative approaches, we focused our study on a teaching unit, astronomy, taught in the 7th year of schooling, in the discipline of Physics-Chemistry Science. Based on a heuristic model, the data collected through questionnaires to teachers and students from several schools in the center of the country, concerning this content, indicate that the use of these digital resources, in the teaching-learning process, has fostered the motivation for the suggested activities, facilitated the understanding and learning of concepts and motivated students to the study of this subject of Physics-Chemistry program. We should emphasize the use of the interactive manual, as an extremely innovative element, and simultaneously a dissemination of knowledge enhancer in non-conventional teaching spaces, because of the potential of self-learning, respecting the particularities of pupils. In the understanding of a position of openness and permanent research, aware that the teaching-learning process encompasses numerous factors, we point out some possible investigative approaches that may likely emerge from this study.
Descrição
Orientação: Maria Nubélia Silvestre Bravo ; co-orientação: Maria Cecília Martins Ferreira da Silva
Palavras-chave
ENSINO, PRÁTICAS PEDAGÓGICAS, FÍSICA, MANUAIS ESCOLARES, RECURSOS ELETRÓNICOS, TEACHING, EDUCATIONAL PRACTICES, DIGITAL RESOURCES, TEXTBOOKS, PHYSICS, MESTRADO EM ENSINO DE FÍSICA E QUÍMICA NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO, EDUCAÇÃO, EDUCATION, QUÍMICA, CHEMISTRY, ENSINO DA FÍSICA, PHYSICS TEACHING, ENSINO DA QUÍMICA, CHEMISTRY TEACHING