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O uso do escape room educativo para a aprendizagem de português: uma experiência pedagógica com uma turma do 2.º CEB
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Abstract(s)
É uma realidade incontornável que as formas de aprender a aprender alteraram-se profundamente e o professor deve acompanhar essas transformações. Este artigo surge no âmbito do desenvolvimento de uma prática educativa da autora aquando da lecionação de uma aula de Português, no qual foi utilizada a metodologia ativa da Gamificação, numa abordagem de Escape Room Educativo (ERE), com recurso à plataforma digital Genially, em que os alunos tiveram a oportunidade de ter um papel ativo na construção da sua aprendizagem. Trata-se de alunos do 2.º Ciclo do Ensino Básico (CEB) de um agrupamento de escolas do concelho do Porto. Neste sentido, após a sua implementação procedeu-se à aplicação de um questionário na aplicação digital Mentimeter para compreender o impacto e perceções dos alunos sobre o uso desta abordagem pedagógica para a aprendizagem de conteúdos gramaticais da disciplina de Português. Para a análise dos dados qualitativos utilizou as técnicas de análise de conteúdo e para os dados quantitativos a estatística descritiva. Os resultados permitem averiguar que o uso do ERE não apenas desafia os participantes cognitivamente, mas também envolve e desenvolve aspetos socioemocionais que os preparam para os desafios complexos que os rodeiam.
It is an unavoidable reality that the ways of learning how to learn have changed profoundly and the teacher must keep up with these transformations. This article arises from the development of an educational practice by the author when teaching a Portuguese class, in which the active methodology of Gamification was used, in an Educational Escape Room (ERE) approach, using the Genially digital platform, in which students had the opportunity to play an active role in the construction of their learning. The students were from the 2nd Cycle of Basic Education (CEB) of a group of schools in the municipality of Porto. Following its implementation, a questionnaire was applied to the Mentimeter digital application to understand the impact and students' perceptions of using this pedagogical approach to learn grammar content in Portuguese. The qualitative data was analyzed using content analysis techniques and the quantitative data was analyzed using descriptive statistics. The results show that the use of ERE not only challenges participants cognitively, but also involves and develops socio-emotional aspects that prepare them for the complex challenges that surround them
It is an unavoidable reality that the ways of learning how to learn have changed profoundly and the teacher must keep up with these transformations. This article arises from the development of an educational practice by the author when teaching a Portuguese class, in which the active methodology of Gamification was used, in an Educational Escape Room (ERE) approach, using the Genially digital platform, in which students had the opportunity to play an active role in the construction of their learning. The students were from the 2nd Cycle of Basic Education (CEB) of a group of schools in the municipality of Porto. Following its implementation, a questionnaire was applied to the Mentimeter digital application to understand the impact and students' perceptions of using this pedagogical approach to learn grammar content in Portuguese. The qualitative data was analyzed using content analysis techniques and the quantitative data was analyzed using descriptive statistics. The results show that the use of ERE not only challenges participants cognitively, but also involves and develops socio-emotional aspects that prepare them for the complex challenges that surround them
Description
Keywords
Escape Room Educativo Gamificação Genially Português 2.º Ciclo do Ensino Básico (CEB) Escape Room Educational Gamification Portuguese 2nd grade CEB
Pedagogical Context
Citation
Graça, Vânia - O uso do escape room educativo para a aprendizagem de português: uma experiência pedagógica com uma turma do 2.º CEB. "RE@D – Revista de Educação a Distância e eLearning" [Em linha]. ISSN 2182-4967. Vol. 7, nº 2 (julho-dez. 2024)
Publisher
Universidade Aberta. LE@D