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Advisor(s)
Abstract(s)
A dificuldade dos estudantes, na fase escolar correspondente ao 3º ciclo do ensino básico,
em entender os conceitos de Física, não está relegado ou deixado a cargo da má conduta
dos docentes, mas pode-se considerar que está relacionada com o facto da introdução
desajustada de conceitos abstratos, em etapas do desenvolvimento cognitivo da criança,
que ainda não está completamente estabelecido. A conceção de que o peso é uma massa
e a massa é o volume dos objetos, é algo incutido no quotidiano e torna-se complexa a
reversão deste conceito. Novas vias de transformação no ensino são, atualmente,
temáticas pertinentes e o uso de recursos lúdicos durante as aulas promovem a
motivação e o interesse em aprender utilizando uma linguagem mais próxima e
adequada para a idade. Neste trabalho pretendeu-se investigar o impacto dos conceitos
de força, peso e massa na aprendizagem, através de uma abordagem não convencional
de ensino pela utilização de dois jogos especialmente criados para tal. Este estudo
consiste em comparar os resultados dos testes avaliativos aplicados a alunos do 7º ano
de escolaridade do ensino básico em três instituições de ensino da região da Beira
Interior, sendo duas turmas de intervenção e duas de controlo. As principais diferenças
encontradas entre as turmas prendem-se com a forma como responderam às questões
avaliativas e na melhoria significativa de aprendizagem, obtendo seis vezes mais
respostas corretas para uma mesma questão após a intervenção com o jogo. Esta
abordagem abre uma nova forma de ensino sem precedentes e com muitas
oportunidades de exploração e inovação, quiçá revolução. Compreender como essas
dinâmicas podem ser utilizadas na sala de aula sem perder o foco no ensinar talvez seja
o novo desafio dos atuais docentes.
The difficulty of students at the 3rd cycle of basic Portuguese education, in understanding the concepts of Physics, is not relegated, or left to the misconduct of teachers, but it can be considered that it is related to the fact that the introduction of abstract concepts is inappropriate in these stages of the child's cognitive development, which is not yet fully established. The conception that weight is mass and mass is the volume of objects are something ingrained in everyday life and the reversal of this becomes complex. Transformation in teaching is, currently, relevant themes and the use of ludic resources during classes promote motivation and interest in learning using a language that is appropriate for the age. In this work, it is intended to investigate the impact on learning the concepts of strength, weight and mass through an unconventional teaching approach using two games specially created for this purpose. This study consists in make a comparison of the results by evaluative tests applied to students in the 7th year of basic education in three educational institutions in the Beira Interior region, with two control classes and two comparison classes. The main differences between the classes are in the way they answered the evaluative questions and in the significant learning improvement, obtaining six times more correct answers for the same question after the intervention with the game. This approach opens an unprecedented new teaching & learning’ way with many opportunities and innovations, perhaps revolution. The comprehension in how these pedagogic tools can be used in the classroom without losing focus on teaching is perhaps the new challenge for current teachers.
The difficulty of students at the 3rd cycle of basic Portuguese education, in understanding the concepts of Physics, is not relegated, or left to the misconduct of teachers, but it can be considered that it is related to the fact that the introduction of abstract concepts is inappropriate in these stages of the child's cognitive development, which is not yet fully established. The conception that weight is mass and mass is the volume of objects are something ingrained in everyday life and the reversal of this becomes complex. Transformation in teaching is, currently, relevant themes and the use of ludic resources during classes promote motivation and interest in learning using a language that is appropriate for the age. In this work, it is intended to investigate the impact on learning the concepts of strength, weight and mass through an unconventional teaching approach using two games specially created for this purpose. This study consists in make a comparison of the results by evaluative tests applied to students in the 7th year of basic education in three educational institutions in the Beira Interior region, with two control classes and two comparison classes. The main differences between the classes are in the way they answered the evaluative questions and in the significant learning improvement, obtaining six times more correct answers for the same question after the intervention with the game. This approach opens an unprecedented new teaching & learning’ way with many opportunities and innovations, perhaps revolution. The comprehension in how these pedagogic tools can be used in the classroom without losing focus on teaching is perhaps the new challenge for current teachers.
Description
Keywords
Ensino Física Gamificação Lúdico Massa Peso