Feedback oral enquanto estratégia promotora do pensamento crítico em sala de Aula
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2014
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A importância do pensamento crítico na formação dos alunos é atualmente uma preocupação presente no plano educacional. Atendendo a que o feedback é considerado por diversos autores como uma influência poderosa no modo como os alunos aprendem,
delineou-se o presente estudo integrando as duas áreas - pensamento crítico e comunicação, especificamente feedback - , correntemente considerados isoladamente.
Assim, o estudo teve como finalidade averiguar se o uso de feedback oral e eficaz promove o pensamento crítico dos alunos, classificado, de acordo com Ennis (1985), nas áreas Clarificação Elementar, Inferência, Clarificação Elaborada e Estratégias e Táticas. A amostra envolvida é constituída por 53 sujeitos do sétimo ano de escolaridade em contexto de sala de aula de Ciências Físico Químicas.
Para testar a hipótese do estudo adotou-se um desenho quasi-experimental com
grupo experimental e grupo de controlo e pré-teste/pós-teste. Os instrumentos de recolha de dados incluem, também, dois questionários acerca do feedback, um deles destinado aos alunos do grupo experimental e o outro, a um observador. Durante a intervenção, que durou quatro semanas, os sujeitos do grupo experimental realizaram atividades destinadas a
promover o pensamento crítico.
Os resultados obtidos apontam para aceitar a hipótese colocada isto é, que o uso
de feedback oral e eficaz promove o pensamento crítico dos alunos, especialmente na área Inferência.
Perante as evidências obtidas, acredita-se ser importante criar oportunidades de
formação aos professores no âmbito dos temas estudados, aumentando consequentemente
a sua consciencialização acerca da necessidade de valorizar o pensamento crítico dos alunos e a utilizarem, de forma intencional e sistemática, feedback eficaz enquanto
estratégia para atingir esse objetivo.
Due to its importance in student´s formation, critical thinking is nowadays a worrying subject in educational plan. Being feedback considered by several authors as a powerful influence on the way students learn, the present study was outlined integrating two areas that are commonly considered isolated - critical thinking and communication, feedback in particular. In this way, the study aimed to investigate whether the use of oral and effective feedback promotes student´s critical thinking, classified, according to Ennis (1985), in areas as Elementary Clarification, Inference, Advanced Clarification and Strategies and Tactics. The study was conducted during physics and chemistry lessons with 53 students from 7th. To test the study hypothesis, a quasi-experimental design was undertaken with an experimental and a control group using a pre and post-test. Data collection also included two questionnaires about feedback, one for students in the experimental group and another to an observer. During the four weeks intervention, students from experimental group performed activities designed to promote critical thinking. Results lead us to accept the hypothesis that the use of oral and effective feedback promotes students critical thinking, especially, in Inference area. Given evidences, it’s believed to be important to create training opportunities for teachers within the themes studied, thereby increasing their awareness about the need to enhance students critical thinking and the use of intentional and systematic, effective feedback as a strategy to achieve this goal.
Fiuza, Edite, orient.
Due to its importance in student´s formation, critical thinking is nowadays a worrying subject in educational plan. Being feedback considered by several authors as a powerful influence on the way students learn, the present study was outlined integrating two areas that are commonly considered isolated - critical thinking and communication, feedback in particular. In this way, the study aimed to investigate whether the use of oral and effective feedback promotes student´s critical thinking, classified, according to Ennis (1985), in areas as Elementary Clarification, Inference, Advanced Clarification and Strategies and Tactics. The study was conducted during physics and chemistry lessons with 53 students from 7th. To test the study hypothesis, a quasi-experimental design was undertaken with an experimental and a control group using a pre and post-test. Data collection also included two questionnaires about feedback, one for students in the experimental group and another to an observer. During the four weeks intervention, students from experimental group performed activities designed to promote critical thinking. Results lead us to accept the hypothesis that the use of oral and effective feedback promotes students critical thinking, especially, in Inference area. Given evidences, it’s believed to be important to create training opportunities for teachers within the themes studied, thereby increasing their awareness about the need to enhance students critical thinking and the use of intentional and systematic, effective feedback as a strategy to achieve this goal.
Fiuza, Edite, orient.
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Orientação : Edite Fiuza
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ENGENHARIA, ENGINEERING, EDUCAÇÃO, EDUCATION, ENSINO DA FÍSICA, ENSINO DA QUÍMICA, PHYSICS EDUCATION, CHEMISTRY EDUCATION, MESTRADO EM ENSINO DE FÍSICA E QUÍMICA NO 3.º CICLO DO ENS. BÁSICO E SECUNDÁRIO, ESTRATÉGIAS DE ENSINO, TEACHING STRATEGIES