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Advisor(s)
Abstract(s)
Pretende-se expor um conjunto de recursos didáticos que poderão
contribuir para uma melhoria das aprendizagens na disciplina de Geometria
Descritiva A (GDA) no Ensino Secundário.
Como auxiliar os docentes que são desafiados a lecionar o Programa
Nacional da referida di sciplina, articulado com o Perfil do Aluno (PA) e as
Aprendizagens Essenciais (AE) quando consideram como principais dificuldades
para a sua lecionação: a “Falta de métodos de trabalho e de estudo dos
alunos”; “O facto de a disciplina ser leccionada apenas em dois anos de
escolaridade”; e “Conteúdos de difícil compreensão para os alunos”
[Conforme “Resultados do inquérito a professores de Geometria Descritiva
realizado pela Direçcção da APROGED” (Boletim da Aproged n.º 30 : 67-72)?
Como motivar e apoiar os a lunos que ingressam na disciplina de GDA no
Ensino Secundário, uma disciplina nova, com uma linguagem própria e um
raciocínio específico?
Na tentativa de responder às questões suscitadas, apresentam -se
diferentes tipos de recursos didáticos para a abordage m dos conteúdos
programáticos da disciplina de GDA. “Neste âmbito podem subdividir -se em
três categorias”: convencionais (PALARÉ, 2013: 123), a título de exemplo, um
modelo tridimensional; audiovisuais e novas tecnologias, por exemplo, um
simulador de exame.
O referido conjunto de materiais assenta num estudo comparativo entre
três autores: Elísio Silva, Maria João Müller e Vera Viana. Numa primeira fase,
o estudo, identifica e analisa as boas práticas de cada autor, numa segunda
fase, reconhece as afinidades e diferenças entre os autores e, por último, em
jeito de conclusão, sugere recomendações para a utilização dos diferentes
tipos de recursos didáticos disponibilizados.
Por último, apresenta-se o projeto/ recurso digital intitulado: “gd.A,
interagimos?” e apela-se à interação.
Our research aims to present a set of teaching resources which are supposed to contribute to an enhancement in the Descriptive Geometry secondary education students’ learning. How to provide help to those Descriptive Geometry school teachers who are challenged to teach the national curriculum according to Perfil do Aluno à Saída da Escolaridade Obrigatória (a document containing the desirable Portuguese students’ profile when they leave compulsory schooling) and Aprendizagens Essenciais (another document pointing the essential learning and the main guidelines in each subject) when they consider, as main difficulties for its teaching, reasons like the following: "Lack of students’ work and studying methods"; "The fact that the discipline is taught only during two years of secondary schooling" and "Difficulties in students to understand some of the subject contents"? These reasons are identified according to a Descritive Geometry teachers survey carried out by the APROGED board (Aproged Bulletin No. 30: 67-72). How to help and support students who start studying Descriptive Geometry in the secondary school, an entirely new subject which has a specific language and reasoning? Trying to answer those questions, different types of didactic resources are presented to approach the Descriptive Geometry subject curriculum contents. "In this scope [types of didactic resources] can be subdivided into three categories": conventional (PALARÉ, 2013: 123), for instance, a three-dimensional model; audio-visual; information and communication technologies as, for instance, an examination simulator. The set of resources is based on a comparative study between three authors: Elísio Silva, Maria João Müller and Vera Viana. In a first step, our study identifies and analyses each author good practices. In a second step, affinities and differences between the authors are recognized and, to conclude, recommendations for using different kinds of didactic resources available are suggested. Finally, we present a digital project, which may also be considered a resource. This project is called "gd.A, interagimos?" and it appeals to learners interaction.
Our research aims to present a set of teaching resources which are supposed to contribute to an enhancement in the Descriptive Geometry secondary education students’ learning. How to provide help to those Descriptive Geometry school teachers who are challenged to teach the national curriculum according to Perfil do Aluno à Saída da Escolaridade Obrigatória (a document containing the desirable Portuguese students’ profile when they leave compulsory schooling) and Aprendizagens Essenciais (another document pointing the essential learning and the main guidelines in each subject) when they consider, as main difficulties for its teaching, reasons like the following: "Lack of students’ work and studying methods"; "The fact that the discipline is taught only during two years of secondary schooling" and "Difficulties in students to understand some of the subject contents"? These reasons are identified according to a Descritive Geometry teachers survey carried out by the APROGED board (Aproged Bulletin No. 30: 67-72). How to help and support students who start studying Descriptive Geometry in the secondary school, an entirely new subject which has a specific language and reasoning? Trying to answer those questions, different types of didactic resources are presented to approach the Descriptive Geometry subject curriculum contents. "In this scope [types of didactic resources] can be subdivided into three categories": conventional (PALARÉ, 2013: 123), for instance, a three-dimensional model; audio-visual; information and communication technologies as, for instance, an examination simulator. The set of resources is based on a comparative study between three authors: Elísio Silva, Maria João Müller and Vera Viana. In a first step, our study identifies and analyses each author good practices. In a second step, affinities and differences between the authors are recognized and, to conclude, recommendations for using different kinds of didactic resources available are suggested. Finally, we present a digital project, which may also be considered a resource. This project is called "gd.A, interagimos?" and it appeals to learners interaction.
Description
Keywords
Aprendizagem Didática Estudo Comparativo Geometria Descritiva A Recurso Digital Recursos Didáticos