Aprendizagem ativa nas ciências naturais : fundamentação e proposta de atividades
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2013
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A constatação da deficiente literacia científica da maioria dos nossos alunos e da
dificuldade que eles têm em contextualizar no mundo real o que aprendem nas aulas, levou à elaboração do presente trabalho, em que se destaca a importância de uma aprendizagem ativa, centrada no aluno, e da utilização do método indutivo em sala de aula. Desse modo, aconselha-se a utilização de situações reais e concretas, numa perspetiva CTSA
(Ciência/Tecnologia/Sociedade/Ambiente), para se ensinarem conceitos e teorias científicas
(Ciência Pura) e não o contrário, como acontece a maior parte das vezes.
Esta defesa de uma aprendizagem ativa foi fundamentada nos conceitos de aprendizagem significativa de Ausubel, de construtivismo de Novak e de socioconstrutivismo de Vygotsky.
Sugerem-se algumas estratégias de aprendizagem ativa que podem ser aplicadas em qualquer disciplina, algumas mais simples, outras mais complexas, de modo a que possam ser utilizadas tanto no Ensino Básico como no Ensino Secundário.
Partindo de um estudo prévio dos currículos das disciplinas de Ciências Naturais do 3º Ciclo do Ensino Básico e de Biologia e/ou Geologia do Ensino Secundário, e, constatando a pertinência do tema globalizante escolhido, «O Homem como Agente de Mudança Ambiental», relativamente aos conteúdos programáticos neles incluídos, foram elaboradas algumas propostas de atividades, que podem ser exploradas de diversos modos, consoante o professor e o público-alvo a que elas se destinam. Essas atividades vão desde questionamento simples em sala de aula ou análise de artigos de jornais ou revistas até
saídas de campo ou conceção e realização de atividade experimentais.
Being aware of the deficient scientific literacy of the majority of our students and their difficulty in contextualizing in the real world, what they learn in classes, led to the development of the present work, in which the importance of active learning, focused in students, and the inductive method in the classroom are emphasized. Thus it is recommended the use of real and concrete situations in a STSE (Science/ Technology/ Society/ Environment) perspective, to teach scientific concepts and theories (Pure Science) and not the contrary, as it happens most of the times. This defense of an active learning was based on the concepts of Ausubel’s meaningful learning, Novak’s constructivism and Vygotsky’s social constructivism. Several strategies of active learning, that can be applied to any school subject, are proposed in this work - some simpler, others more complex, so as to be used both in Basic or Secondary School. Starting from a previous study of Sciences Curricula, either of Basic or Secondary School (Natural Science, Biology, Geology), and evidencing the relevancy of the chosen global theme “The Man as an Agent of Environmental Change” concerning those programmatic science contents, some proposals for activities have been made, so that they can be explored in various ways, depending on the teachers and the type of students they are handling. These activities range from simple questioning strategies in class or analysis of newspaper and magazine articles, to more complex ones, like field trips or the conception and realization of an experimental activity.
Being aware of the deficient scientific literacy of the majority of our students and their difficulty in contextualizing in the real world, what they learn in classes, led to the development of the present work, in which the importance of active learning, focused in students, and the inductive method in the classroom are emphasized. Thus it is recommended the use of real and concrete situations in a STSE (Science/ Technology/ Society/ Environment) perspective, to teach scientific concepts and theories (Pure Science) and not the contrary, as it happens most of the times. This defense of an active learning was based on the concepts of Ausubel’s meaningful learning, Novak’s constructivism and Vygotsky’s social constructivism. Several strategies of active learning, that can be applied to any school subject, are proposed in this work - some simpler, others more complex, so as to be used both in Basic or Secondary School. Starting from a previous study of Sciences Curricula, either of Basic or Secondary School (Natural Science, Biology, Geology), and evidencing the relevancy of the chosen global theme “The Man as an Agent of Environmental Change” concerning those programmatic science contents, some proposals for activities have been made, so that they can be explored in various ways, depending on the teachers and the type of students they are handling. These activities range from simple questioning strategies in class or analysis of newspaper and magazine articles, to more complex ones, like field trips or the conception and realization of an experimental activity.
Descrição
Orientação : João Richau Cagarrinho ; co-orientação : Anabela Gonçalves Cruces
Palavras-chave
MESTRADO EM ENSINO DA BIOLOGIA E DA GEOLOGIA DO 3º CICLO DO ENSINO BÁSICO E NO ENSINO SECUNDÁRIO, BIOLOGIA, BIOLOGY, LITERACIA CIENTÍFICA, SCIENTIFIC LITERACY, PROCESSO DE APRENDIZAGEM, LEARNING PROCESS, PROCESSO DE ENSINO-APRENDIZAGEM, TEACHING-LEARNING PROCESS, CIÊNCIA, SCIENCE, TECNOLOGIA, TECHNOLOGY, SOCIEDADE, SOCIETY, MEIO AMBIENTE, ENVIRONMENT, GESTÃO AMBIENTAL, ENVIRONMENTAL MANAGEMENT