A perceção dos alunos do 2º/3º Ciclo e secundário sobre a aprendizagem da língua portuguesa, da matemática e da educação física
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2012
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O objetivo deste estudo foi verificar quais as Perceções dos alunos do 2º/3º Ciclo e Secundário sobre a aprendizagem na sala de aula nas disciplinas de Português, Matemática e Educação Física.
A amostra do presente estudo corresponde a N=1812, sendo que N=1204 pertence aos alunos do 2º/3º Ciclo e N=608 pertence aos alunos do ensino secundário.
Apenas foram contabilizados para a amostra os questionários completos e corretamente respondidos pelos alunos, de acordo com as normas definidas. O questionário aplicado foi “ A perceção dos alunos sobre a aprendizagem na sala de aula” (ASA-PA, Leitão, 2012).
Conclui-se que a disciplina em que os alunos têm uma perceção mais positiva é a Educação Física, independentemente do ciclo de escolaridade.
Relativamente à Interdependência entre Alunos no 2º/3º Ciclo, os resultados obtidos demonstraram que existem diferenças significativas em pelo menos duas das disciplinas e, quando comparadas, só entre o Português e a Matemática é que não existem diferenças significativas. No ensino secundário, para a mesma dimensão, os resultados foram a existência de diferenças significativas em pelo menos duas das disciplinas e, quando comparadas, todas apresentaram diferenças significativas.
Na interdependência entre Professor e Aluno, no 2º/3º Ciclo, os resultados obtidos demonstraram que existem diferenças significativas em pelo menos duas das disciplinas e quando comparadas, todas apresentaram diferenças significativas. No ensino secundário, para a mesma dimensão, os resultados evidenciam a existência de diferenças significativas em pelo menos duas das disciplinas e, quando comparadas, só entre o Português e a Matemática é que não existem diferenças significativas.
Quanto à Negociação, no 2º/3º Ciclo, os resultados demonstraram que não existem diferenças significativas entre as disciplinas. No ensino secundário, para a mesma dimensão, os resultados foram a existência de diferenças significativas em pelo menos duas das disciplinas e quando comparadas, só entre o Português e a Matemática é que não existem diferenças significativas.
Na Meta-aprendizagem no 2º/3º Ciclo, os resultados obtidos demonstraram que existiam diferenças significativas em pelo menos duas das disciplinas e quando comparadas, só entre o Português e a Educação Física é que não existem diferenças significativas. No ensino secundário, para a mesma dimensão, os resultados foram a existência de diferenças significativas em pelo menos duas das disciplinas e quando comparadas entre elas só entre a Matemática e a Educação Física é que não existiam diferenças significativas.
The objective of this study is to assess 2nd / 3rd cycle and secondary student’s perceptions on learning in the classroom the courses of Portuguese, Mathematics and Physical Education. The sample of this study corresponds to N = 1812 students, where N = 1204 are from the 2nd / 3rd cycle and N = 608 are from secondary school. The sample only contains the questionnaires that were completed and correctly answered by the students, according to the standards set. The questionnaire was about “The students perception about learning in the classroom“(ASA-PA, Leitão, 2012). It is concluded that the course that students have a more positive perception in physical education regardless of the cycle of education. For the interdependence between students from the 2nd / 3rd cycle, the results showed that there were significant differences in at least two of the subjects and also when compared between them. Between Portuguese and Mathematics there aren’t significant differences. In the secondary for the same sample dimension the results there were significant differences between at least two courses and when compared between them, all showed significant differences. For the interdependence between teacher and students form the 2nd / 3rd cycle the obtained results showed that there are significant differences in at least two courses and when compared between them all showed significant differences. In the secondary for the same sample dimension the results there were significant differences at least in two courses and when compared between them. Only in portuguese and mathematics there were no significant differences. In the negotiation for the 2nd / 3rd cycle the results showed that there aren’t significant differences between courses. In the secondary for the same sample dimension the results showed the existence of significant differences in at least two courses and when compared between them, only between portuguese and mathematics there were no significant differences. In the meta-learning for the 2nd / 3rd cycle the obtained results showed that there were significant differences in at least two courses and when compared between them, only between portuguese and physical education there were no significant differences. In the secondary for the same sample dimension the results showed the existence of significant differences in at least two courses and when compared between them. Only between mathematics and physical education there were no significant differences.
The objective of this study is to assess 2nd / 3rd cycle and secondary student’s perceptions on learning in the classroom the courses of Portuguese, Mathematics and Physical Education. The sample of this study corresponds to N = 1812 students, where N = 1204 are from the 2nd / 3rd cycle and N = 608 are from secondary school. The sample only contains the questionnaires that were completed and correctly answered by the students, according to the standards set. The questionnaire was about “The students perception about learning in the classroom“(ASA-PA, Leitão, 2012). It is concluded that the course that students have a more positive perception in physical education regardless of the cycle of education. For the interdependence between students from the 2nd / 3rd cycle, the results showed that there were significant differences in at least two of the subjects and also when compared between them. Between Portuguese and Mathematics there aren’t significant differences. In the secondary for the same sample dimension the results there were significant differences between at least two courses and when compared between them, all showed significant differences. For the interdependence between teacher and students form the 2nd / 3rd cycle the obtained results showed that there are significant differences in at least two courses and when compared between them all showed significant differences. In the secondary for the same sample dimension the results there were significant differences at least in two courses and when compared between them. Only in portuguese and mathematics there were no significant differences. In the negotiation for the 2nd / 3rd cycle the results showed that there aren’t significant differences between courses. In the secondary for the same sample dimension the results showed the existence of significant differences in at least two courses and when compared between them, only between portuguese and mathematics there were no significant differences. In the meta-learning for the 2nd / 3rd cycle the obtained results showed that there were significant differences in at least two courses and when compared between them, only between portuguese and physical education there were no significant differences. In the secondary for the same sample dimension the results showed the existence of significant differences in at least two courses and when compared between them. Only between mathematics and physical education there were no significant differences.
Descrição
Orientação: Sofia
Cristina Carreiras Fonseca
Palavras-chave
DESPORTO, NECESSIDADES EDUCATIVAS ESPECIAIS, APRENDIZAGEM, ALUNOS, SPECIAL EDUCATIONAL NEEDS, LEARNING, STUDENTS, SPORT, MESTRADO EM ENSINO DA EDUCAÇÃO FÍSICA NOS ENS. BÁSICO E SECUNDÁRIO, INCLUSÃO ESCOLAR, SCHOOL INCLUSION, EDUCAÇÃO FÍSICA, PHYSICAL EDUCATION