Estratégias de ensino e aquisição de competências: o caso das unidades curriculares no domínio da matemática do 1º ciclo do ensino superior português
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2018
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A globalização e a evolução tecnológica promoveram a mudança no ensino. Na Europa, tal alteração concretizou-se através do Processo de Bolonha, aproximando o ensino-aprendizagem aos paradigmas construtivistas e conectivista, em que o estudante assume posição central, proativa e autónoma, contudo sempre orientada pelo docente. Neste sentido, as estratégias de ensino estimulam tanto a aquisição/desenvolvimento de conhecimentos, como também de competências valorizadas pelo mercado de trabalho, fomentando, assim, a empregabilidade. Como tal, a preparação dos estudantes revela-se fundamental, constituindo um desafio para as instituições de ensino superior.
Assim, esta investigação procura aferir a relação existente entre as estratégias de ensino utilizadas pelos docentes e as competências adquiridas/desenvolvidas pelos estudantes, mais especificamente, nas unidades curriculares no domínio da matemática no primeiro ciclo do ensino superior. Com esta investigação espera-se contribuir para um maior conhecimento do impacto que estas unidades curriculares têm no desenvolvimento de competências por parte dos estudantes.
Ao nível metodológico, esta investigação insere-se, essencialmente, na metodologia com uma estratégia quantitativa e qualitativa (mista), com recurso ao questionário e à entrevista semi-estruturada para a avaliação da perspetiva de um dos grupos em análise.
Este estudo realizou-se no ano letivo 2015/2016, centrou-se no Instituto Politécnico do Porto, apenas nos cursos com unidades curriculares no domínio da matemática e engloba as perceções dos estudantes e dos docentes que frequentaram as unidades curriculares em análise. Para a realização da triangulação dos dados, realizaram-se, ainda, entrevistas às entidades acolhedoras de estudantes estagiários e/ou licenciados.
Os resultados obtidos possibilitam identificar um conjunto de estratégias de ensino que influenciam a aquisição/desenvolvimento de competências nos estudantes. Através dos dois modelos de equações estruturais construídos verifica-se, ao pormenor, as influências das estratégias de ensino sobre as competências adquiridas/desenvolvidas.
Globalization and technological evolution have promoted a change in education. In Europe, this change materialized through the Bologna Process, bringing the teaching-learning process closer to the constructivist and connectivist paradigms, in which the student assumes a central, proactive and autonomous position, yet always guided by the teacher. In this sense, teaching strategies stimulate both the acquisition / development of knowledge, as well as skills valued by the labor market, thus fostering employability. As such, the preparation of students is fundamental and constitutes a challenge for higher education institutions. Thus, this research seeks to assess the relationship between teaching strategies used by teachers and the skills acquired / developed by students, more specifically, in curricular units in the field of mathematics in the first cycle of higher education. With this research one hopes to contribute to a better knowledge of the impact that these curricular units have in the development of students’ competences. At the methodological level, this research is essentially part of the research methodology by questionnaire. However, it was also used the semi-structured interview to evaluate the perspective of one of the groups under analysis. This study was carried out in the academic year 2015/2016, at the Instituto Politécnico do Porto, only in its courses with curricular units in the field of mathematics and embraces the students and teachers’ perceptions, who have attended the curricular units under analysis. For the accomplishment of the data triangulation, interviews were also carried out to the welcoming entities of trainee and / or graduate students. The results obtained allow to identify a set of teaching strategies that influence the acquisition/development of students’ competences. Through the two models of constructed structural equations, the influence of the teaching strategies on acquired/developed competences is verified in detail.
Globalization and technological evolution have promoted a change in education. In Europe, this change materialized through the Bologna Process, bringing the teaching-learning process closer to the constructivist and connectivist paradigms, in which the student assumes a central, proactive and autonomous position, yet always guided by the teacher. In this sense, teaching strategies stimulate both the acquisition / development of knowledge, as well as skills valued by the labor market, thus fostering employability. As such, the preparation of students is fundamental and constitutes a challenge for higher education institutions. Thus, this research seeks to assess the relationship between teaching strategies used by teachers and the skills acquired / developed by students, more specifically, in curricular units in the field of mathematics in the first cycle of higher education. With this research one hopes to contribute to a better knowledge of the impact that these curricular units have in the development of students’ competences. At the methodological level, this research is essentially part of the research methodology by questionnaire. However, it was also used the semi-structured interview to evaluate the perspective of one of the groups under analysis. This study was carried out in the academic year 2015/2016, at the Instituto Politécnico do Porto, only in its courses with curricular units in the field of mathematics and embraces the students and teachers’ perceptions, who have attended the curricular units under analysis. For the accomplishment of the data triangulation, interviews were also carried out to the welcoming entities of trainee and / or graduate students. The results obtained allow to identify a set of teaching strategies that influence the acquisition/development of students’ competences. Through the two models of constructed structural equations, the influence of the teaching strategies on acquired/developed competences is verified in detail.
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Orientação: António
Luís Carvalho ; co-orientação: Alcina Manuela de Oliveira Martins
Palavras-chave
DOUTORAMENTO EM EDUCAÇÃO, EDUCAÇÃO, ENSINO SUPERIOR, ENSINO DA MATEMÁTICA, CONSTRUTIVISMO , ESTRATÉGIAS DE ENSINO, DESENVOLVIMENTO DE COMPETÊNCIAS, EDUCATION, HIGHER EDUCATION, MATHEMATICS TEACHING , CONSTRUCTIVISM, TEACHING STRATEGIES, SKILLS DEVELOPMENT