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Abstract(s)
Resumo Capítulo 1
O presente capítulo tem como objectivo descrever e analisar todo o trabalho desenvolvido no estágio pedagógico, no âmbito do mestrado de Educação Física nos Ensinos Básico e Secundário, realizado no Agrupamento de Escolas do Fundão, no ano lectivo 2013/2014. Tendo como orientador de estágio o Professor António Belo e como orientador da Universidade da Beira Interior o Professor Doutor Júlio Martins, o seu objectivo consiste no desenvolvimento e aplicação de conhecimentos no contexto escolar, a aquisição de competências que nos permitem uma intervenção pedagógica que melhore o processo de ensino-aprendizagem na função profissional e a aplicação dos conhecimentos adquiridos nos ciclos anteriores.
Este capítulo pretende demonstrar todo o trabalho desenvolvido ao longo do ano lectivo, nas áreas de leccionação, desporto escolar, direcção de turma e actividades desenvolvidas não lectivas, tal como uma reflexão pessoal acerca das experiências vividas para ser Professora de Educação Física. Resumo Capítulo 2
Dois dos pilares da estratégia da Europa 2020 são o desenvolvimento de contextos de aprendizagem que devem promover competências adaptativas ao individuo, e promoção de comportamento de hábitos de vida saudáveis. O desporto é reconhecido como uma atividade motivacional, que solicita interações quer intra quer inter pessoais. Objetivo: desenvolver e verificar se as tarefas de aprendizagem propostas melhoraram o conhecimento adquirido pelas crianças nas ciências da biologia, geografia e matemática. Método: 64 alunos do 1º ciclo do ensino básico (9-10 anos, 9,60±0,50), divididos aleatoriamente em dois grupos, o grupo controlo (GC: n=30) e o grupo experimental (GE: n=34) que foram expostos à resolução de problemas por meio de jogos desportivos durante um mês, uma hora por semana. Um questionário foi aplicado antes, após a intervenção para cada ciência. Os jogos com situações de aprendizagem foram construídos de modo a proporcionar aos alunos contextos de exploração e aprendizagem de conceitos de ciência. Resultados: Foram encontradas diferenças significativas entre o pré teste e o pós-teste do Grupo Prático, no conhecimento adquirido, nas três áreas. Conclusões: A intervenção permitiu melhorar os conhecimentos dos alunos em várias ciências.
Abstract Chapter 1 The present chapter aims to describe and analyze all work accomplished in pedagogical internship during Master of Physical Education developed in group of schools from Fundão in the academic year 2013/2014. Having as supervisor Teacher António Belo and as supervisor of the Beira Interior University Teacher Doctor Júlio Martins, its purpose is the development and application of knowledge in the school context, the acquisition of skills that enable us to an educational intervention that improves teaching-learning in the professional function and the application of knowledge acquired in previous academic years. This chapter intends to demonstrate all work developed during the school year in the areas of teaching, school sports, direction of class and non-teaching activities developed, such as a personal reflection about the experiences lived to be Professor of Physical Education. Abstract Chapter 2 Two of the pillars of the Europe 2020 strategy are the development of learning contexts that should promote adaptive skills to individual and healthy lifestyle habits. Sport is recognized has a motivational activity that requests interactions either intra or inter personal. Objective: develop and verify if the proposed learning tasks improved the knowledge acquired by children in the sciences of biology, geography and math. Method: 64 students of 1st cycle of basic education participated (9-10 years, 9,60±0,50) were randomly divided into two groups, the control group (CG: n=30) and the experimental group (EG: n=34) who were exposed to problem solving through games sports for one month, one hour for week. A questionnaire was administered before and after the intervention. Games with learning situations were constructed to provide students the context of exploration and learning of science concepts. Results: significant differences were found between pre-test and post-test of GE, acquire more knowledge, in the three areas. Conclusions: The intervention has improved students' knowledge in various sciences.
Abstract Chapter 1 The present chapter aims to describe and analyze all work accomplished in pedagogical internship during Master of Physical Education developed in group of schools from Fundão in the academic year 2013/2014. Having as supervisor Teacher António Belo and as supervisor of the Beira Interior University Teacher Doctor Júlio Martins, its purpose is the development and application of knowledge in the school context, the acquisition of skills that enable us to an educational intervention that improves teaching-learning in the professional function and the application of knowledge acquired in previous academic years. This chapter intends to demonstrate all work developed during the school year in the areas of teaching, school sports, direction of class and non-teaching activities developed, such as a personal reflection about the experiences lived to be Professor of Physical Education. Abstract Chapter 2 Two of the pillars of the Europe 2020 strategy are the development of learning contexts that should promote adaptive skills to individual and healthy lifestyle habits. Sport is recognized has a motivational activity that requests interactions either intra or inter personal. Objective: develop and verify if the proposed learning tasks improved the knowledge acquired by children in the sciences of biology, geography and math. Method: 64 students of 1st cycle of basic education participated (9-10 years, 9,60±0,50) were randomly divided into two groups, the control group (CG: n=30) and the experimental group (EG: n=34) who were exposed to problem solving through games sports for one month, one hour for week. A questionnaire was administered before and after the intervention. Games with learning situations were constructed to provide students the context of exploration and learning of science concepts. Results: significant differences were found between pre-test and post-test of GE, acquire more knowledge, in the three areas. Conclusions: The intervention has improved students' knowledge in various sciences.
Description
Keywords
Educação Física Estágio Pedagógico Intervenção Pedagógica Processo Ensino-Aprendizagem Professor