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Authors
Abstract(s)
Este Relatório de Estágio Pedagógico começa por descrever uma componente pedagógica
desenvolvida pela autora, enquanto docente da Escola EB Engº Manuel Rafael Amaro da
Costa, do Agrupamento de Escolas de São Teotónio, durante o ano letivo 2021/2022. A
prática profissional como professora de Física e Química é desempenhada por diversas
funções dentro de uma escola que neste relatório estão descritas como: Atividades
Curriculares; Atividades de Enriquecimento Curricular e Candidatura ao Clube de Ciência
Viva na Escola.
A referida candidatura serviu de inspiração à proposta apresentada como estudo de
Investigação - Um Clube de Ciências para a Química Sustentável. Para desenvolver este
tema começou por ser realizado um profundo trabalho de pesquisa que permitisse
estabelecer uma relação direta entre a Carta da Terra, os ODS12 – Produção e Consumo
Sustentável e a Hidroponia, aqui aplicada como Hidroponia Didática.
Um Clube de Ciências apresenta uma educação não formal com grandes potencialidades
para o desenvolvimento dos jovens. Esta forma de educação deve ser cada vez mais
reconhecida para uma sociedade que pretende construir um Sistema Educativo moderno,
holístico e inclusivo. Assim, tanto a educação formal como não formal proporcionam
habilidades, valores e atitudes que são essenciais para a vivência no seculo XXI.
A criação de um Sistema Hidropónico numa Horta Escolar promove aprendizagens da
Química mais significativas que vão ao encontro das reais necessidades educativas dos
jovens. Aqui sugere-se como metodologia a prática STEAM que permite um estudo
transdisciplinar para jovens do 3º Ciclo do Ensino Básico, de modo a desenvolvê-los ao nível
do seu conhecimento, aptidão e competências.
This Pedagogical Internship Report begins by describing a pedagogical component developed as a teacher at Escola EB Engº Manuel Rafael Amaro da Costa, of the Agrupamento de Escolas de São Teotónio, during the academic year 2021/2022. The professional practice as a Physics and Chemistry teacher is performed by several functions within a school that in this report is described as: Curricular Activities; Curriculum Enrichment Activities and Application to the Live Science Club at School. This application inspired the proposal presented as a Research Study - A Science Club for Sustainable Chemistry. To develop this theme, a deep research work was carried out to establish a direct relationship between the Earth Charter, the SDGs12 – Sustainable Production and Consumption and Hydroponics, here applied as Didactic Hydroponics. A Science Club presents a non-formal education with great potential for the development of young people. This form of education must be increasingly recognized for a society that intends to build a modern, holistic and inclusive Educational System. Thus, both formal and non-formal education provide skills, values and attitudes that are essential for living in the 21st century. The creation of a Hydroponic System in a School Garden promotes more significant Chemistry learning that meets the real educational needs of young people. Here, the STEAM practice is suggested as a methodology, which allows a transdisciplinary study for young people in the 3rd Cycle of Basic Education, to develop them in terms of their knowledge, aptitude and skills.
This Pedagogical Internship Report begins by describing a pedagogical component developed as a teacher at Escola EB Engº Manuel Rafael Amaro da Costa, of the Agrupamento de Escolas de São Teotónio, during the academic year 2021/2022. The professional practice as a Physics and Chemistry teacher is performed by several functions within a school that in this report is described as: Curricular Activities; Curriculum Enrichment Activities and Application to the Live Science Club at School. This application inspired the proposal presented as a Research Study - A Science Club for Sustainable Chemistry. To develop this theme, a deep research work was carried out to establish a direct relationship between the Earth Charter, the SDGs12 – Sustainable Production and Consumption and Hydroponics, here applied as Didactic Hydroponics. A Science Club presents a non-formal education with great potential for the development of young people. This form of education must be increasingly recognized for a society that intends to build a modern, holistic and inclusive Educational System. Thus, both formal and non-formal education provide skills, values and attitudes that are essential for living in the 21st century. The creation of a Hydroponic System in a School Garden promotes more significant Chemistry learning that meets the real educational needs of young people. Here, the STEAM practice is suggested as a methodology, which allows a transdisciplinary study for young people in the 3rd Cycle of Basic Education, to develop them in terms of their knowledge, aptitude and skills.
Description
Keywords
Carta da Terra Clube de Ciências Ensin0 Hidroponia Sustentabilidade