A progressão do conhecimento histórico e geográfico com base no levantamento das ideias prévias: um estudo com alunos do 8º ano de escolaridade
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2014
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O presente relatório resulta do meu Projeto de Iniciação à Prática Supervisionada, no âmbito do Mestrado em Ensino de História e Geografia no 3º Ciclo do Ensino Básico e Secundário, ministrado pela Escola de Educação, Administração e Ciências Sociais da Universidade Lusófona de Humanidades e Tecnologia.
Assente na convicção de que os alunos trazem consigo ideias prévias sobre o conhecimento histórico e geográfico para a sala de aula, que derivam das suas experiências pessoais, o presente estudo de natureza qualitativa, tem por base a linha de pensamento construtivista, inspirada no modelo de investigação Grounded Theory, em que a análise se vai desenvolvendo, as respostas vão sendo conceptualizadas, e os conceitos agrupados em categorias.
A amostra composta por 24 alunos, com idades compreendidas entre os 13 e os 15 anos de idade de uma Escola Secundária com 3º Ciclo, consistiu, numa primeira fase, na aplicação de um questionário para o levantamento das ideias prévias dos alunos sem recurso a consulta ou explicação prévia da professora, antes da lecionação dos conteúdos, e numa segunda fase, após a lecionação dos temas, na aplicação dos mesmos questionários, que foram novamente categorizados, com o objetivo de avaliar a progressão dos conhecimentos dos alunos.
This report results from my Project for the Initiation of Supervised Practice, in the context of a Master’s degree in the Teaching of History and Geography in the 3rd Cycle of Basic and Secondary Education, administered by the School of Education, Administration and Social Sciences at the Lusófona University for Humanities and Technology. Grounded on the belief that students transport previous ideas of historical and geographical knowledge into the classroom, which ensue from their personal experiences, this study of a qualitative nature is anchored on the constructivist line of thought and is inspired by the Grounded Theory research model so that, as the analysis is developed, the answers are conceptualised and the concepts grouped into categories. The sample consists of 24 students, aged between 13 and 15 years, who attend the 3rd Cycle at the Secondary School. In the first phase, a questionnaire was presented to sound out the student’s previous ideas, without any access to consultation or anterior explanations by the teacher, before the coursework was taught. In the second phase, after the subject matter was taught, the same questionnaires were presented; these were then categorised with the purpose of evaluating the students progress of knowledge.
This report results from my Project for the Initiation of Supervised Practice, in the context of a Master’s degree in the Teaching of History and Geography in the 3rd Cycle of Basic and Secondary Education, administered by the School of Education, Administration and Social Sciences at the Lusófona University for Humanities and Technology. Grounded on the belief that students transport previous ideas of historical and geographical knowledge into the classroom, which ensue from their personal experiences, this study of a qualitative nature is anchored on the constructivist line of thought and is inspired by the Grounded Theory research model so that, as the analysis is developed, the answers are conceptualised and the concepts grouped into categories. The sample consists of 24 students, aged between 13 and 15 years, who attend the 3rd Cycle at the Secondary School. In the first phase, a questionnaire was presented to sound out the student’s previous ideas, without any access to consultation or anterior explanations by the teacher, before the coursework was taught. In the second phase, after the subject matter was taught, the same questionnaires were presented; these were then categorised with the purpose of evaluating the students progress of knowledge.
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Orientação: Fernanda Maria Veiga Gomes
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EDUCAÇÃO, ENSINO DA HISTÓRIA, ENSINO DE GEOGRAFIA, APRENDIZAGEM, EDUCATION, HISTORY TEACHING, GEOGRAPHY TEACHING, LEARNING, MESTRADO EM ENSINO DA HISTÓRIA E GEOGRAFIA NO 3º CICLO DO ENSINO BÁSICO E SECUNDÁRIO