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Modelo de investigação em grupo: um contributo para o ensino-aprendizagem da física e da química no ensino secundário
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Abstract(s)
Partindo de um ambiente baseado na aprendizagem colaborativa e da assunção do papel determinante do professor para a sua emergência, no presente plano do trabalho de projeto pretendemos estudar os contributos da utilização do modelo de ensino Investigação em Grupo para o processo de ensino aprendizagem de alunos do 11º ano de Física e Química A, disciplina dos Cursos de Ciências e Tecnologias.
Neste trabalho pretendemos estudar a relevante mediação que os pressupostos pedagógicos assumem na relação do ensino com a aprendizagem, assim como observar as inter-relações entre os alunos, sendo este o centro das atenções do professor.
Assim, focalizar-nos-emos no modelo da Aprendizagem de Investigação em Grupo, que reflete a essência da investigação em grupo e a influência de Herbert Thelen (1968), segundo o qual não se deve tentar ensinar conhecimento académico algum sem ensinar o processo social que o tem gerado.
Também revalorizaremos os três conceitos que constituem os pilares deste Modelo: investigação, conhecimento e dinâmica de grupo. Deste modo, é nosso objetivo demonstrar como o modelo em referência é um catalisador das aprendizagens dos alunos e promotor do seu sucesso, revertendo esta situação para a motivação e o envolvimento de cada um no seu processo de ensino aprendizagem, finalidades do agir pedagógico do professor.
O estudo foi concretizado numa escola pública com uma turma de Ciências e Tecnologias do 11º ano de escolaridade. Do ponto de vista metodológico assumiu-se uma abordagem mista e a investigação - ação como design metodológico privilegiado.
Com base nos resultados obtidos através da aplicação de diversos instrumentos, no contexto educativo inerente ao ensino – aprendizagem da componente de Física e de Química o recurso a simulações online e ao ensino b-learning podem ser considerados facilitadores da aprendizagem, promovendo o desenvolvimento de inúmeras competências ao nível da autonomia pessoal, interpessoalidade e responsabilidade comum.
Taking into account the context of collaborative learning and the assumption of the decisive role of the teacher in that process, this research project aims to study the contributions of Group Research, as a teaching approach, in the process of teachinglearning of junior students of Physics and Chemistry, a subject from Science and Technology pathway in a secondary school. The study will explore the relevant role that pedagogical assumptions play in mediating the relationship between teaching and learning, as well as to observe the interrelationships among students, as the main concern when teaching. For the purposes of this study project, we will focus on the Group Investigation Model, which reflects the essence of researching within a group and the influence of Herbert Thelen (1968), who referred one, should not try to teach any academic subjects, without teaching the social process that has generated it. We also explore the three concepts that constitute the pillars of this model: research, knowledge and group dynamics. Thus, the study aims to demonstrate how the above model can be a catalyst for students’ learning process, as well as a promoter of their success, addressing the motivation and personal engagement in the teaching-learning process, which are final goals of teaching. The present study was carried out in a public school with a secondary school class, in the Sciences and Technologies pathway. From a methodological point of view, it was used a mixed approach, as well as the action research approach as a privileged methodological design. The results obtained with this research project demonstrate how the use of online simulations and b-learning can be facilitators of learning, promoting the development of numerous skills at the level of personal autonomy, interpersonal relationships and common responsibility, within the context of teaching-learning process in Physics and Chemistry.
Taking into account the context of collaborative learning and the assumption of the decisive role of the teacher in that process, this research project aims to study the contributions of Group Research, as a teaching approach, in the process of teachinglearning of junior students of Physics and Chemistry, a subject from Science and Technology pathway in a secondary school. The study will explore the relevant role that pedagogical assumptions play in mediating the relationship between teaching and learning, as well as to observe the interrelationships among students, as the main concern when teaching. For the purposes of this study project, we will focus on the Group Investigation Model, which reflects the essence of researching within a group and the influence of Herbert Thelen (1968), who referred one, should not try to teach any academic subjects, without teaching the social process that has generated it. We also explore the three concepts that constitute the pillars of this model: research, knowledge and group dynamics. Thus, the study aims to demonstrate how the above model can be a catalyst for students’ learning process, as well as a promoter of their success, addressing the motivation and personal engagement in the teaching-learning process, which are final goals of teaching. The present study was carried out in a public school with a secondary school class, in the Sciences and Technologies pathway. From a methodological point of view, it was used a mixed approach, as well as the action research approach as a privileged methodological design. The results obtained with this research project demonstrate how the use of online simulations and b-learning can be facilitators of learning, promoting the development of numerous skills at the level of personal autonomy, interpersonal relationships and common responsibility, within the context of teaching-learning process in Physics and Chemistry.
Description
Keywords
Ensino-aprendizagem Modelo de investigação em grupo Paradigma interpessoal Sucesso educativo Teaching-learning Research within a group model Interpersonal paradigm Educational success
Citation
Rocha, Maria Leonor Silva Simões - Modelo de investigação em grupo [Em linha]: um contributo para o ensino-aprendizagem da física e da química no ensino secundário. [S.l.]: [s.n.], 2018. 165 p.