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Authors
Abstract(s)
O objetivo deste estudo investigativo é avaliar a proposta pedagógica do cartoon conceptual e storytelling, no processo ensino-aprendizagem dos conceitos relacionados com o
subdomínio energia e movimentos, no ensino secundário, no que diz respeito às conceções alternativas e aos conhecimentos adquiridos pelos alunos. Este estudo consiste num
grupo de intervenção e num grupo de comparação, envolvendo duas turmas do 10º ano
de escolaridade do ensino secundário, de uma escola localizada na área metropolitana
de Lisboa, através de uma sequência didática envolvendo cartoons, storytelling visual e
fichas de trabalho incluindo simulações, recursos estes utilizados em comunicação educativa. As principais concepções alternativas encontradas vão de encontro ao reportado na
literatura, ou seja a não distinção entre energia e força, a dificuldade do entendimento da
aplicação de forças e ainda o conceito de trabalho como transferência de energia. Os resultados obtidos através de observação direta revelam que a estratégia permite melhorar
a atitude dos alunos na disciplina de Física. Por outro lado, os mapas conceptuais construídos pelos alunos do grupo de investigação demonstram uma maior inter-relação dos
conceitos face ao grupo de comparação. A avaliação quantitativa de um mapa conceptual
demonstra uma taxa de respostas incorretas de 13,6% no grupo de investigação, face a
18,1% do grupo de comparação. A introdução de um elemento de emoção no ensino das
ciências, poderá, assim, ajudar a reforçar a ligação entre a ciência da escola e a ciência
real, e assim construírem o seu conhecimento, num contexto de comunicação educativa.
The objective of this investigative study is to evaluate the pedagogical proposal of conceptual cartoon and storytelling, in the teaching-learning process of concepts related to the subdomain energy and movements, in secondary education, with regard to alternative conceptions and the knowledge acquired by students. This study consists of an intervention group and a comparison group, involving two classes of the 10th grade of secondary education, from a school located in the metropolitan area of Lisbon, through a didactic sequence involving cartoons, visual storytelling and worksheets including simulations and resources used in educational communication. The main alternative conceptions found are in line with what has been reported in the literature, that is, the non-distinction between energy and force, the difficulty in understanding the application of forces and also the concept of work as energy transfer. The results obtained through direct observation reveal that the strategy improves the attitude of students in the discipline of Physics. On the other hand, the concept maps built by the students of the research group demonstrate a greater interrelationship of the concepts compared to the comparison group. The quantitative evaluation of a concept map shows an incorrect response rate of 13.6% in the research group, compared to 18.1% in the comparison group. The introduction of an element of emotion in science teaching can thus help to strengthen the link between school science and real science, and thus build their knowledge, in a context of educational communication.
The objective of this investigative study is to evaluate the pedagogical proposal of conceptual cartoon and storytelling, in the teaching-learning process of concepts related to the subdomain energy and movements, in secondary education, with regard to alternative conceptions and the knowledge acquired by students. This study consists of an intervention group and a comparison group, involving two classes of the 10th grade of secondary education, from a school located in the metropolitan area of Lisbon, through a didactic sequence involving cartoons, visual storytelling and worksheets including simulations and resources used in educational communication. The main alternative conceptions found are in line with what has been reported in the literature, that is, the non-distinction between energy and force, the difficulty in understanding the application of forces and also the concept of work as energy transfer. The results obtained through direct observation reveal that the strategy improves the attitude of students in the discipline of Physics. On the other hand, the concept maps built by the students of the research group demonstrate a greater interrelationship of the concepts compared to the comparison group. The quantitative evaluation of a concept map shows an incorrect response rate of 13.6% in the research group, compared to 18.1% in the comparison group. The introduction of an element of emotion in science teaching can thus help to strengthen the link between school science and real science, and thus build their knowledge, in a context of educational communication.
Description
Keywords
Aprendizagem Cartoon Comunicação Educativa Energia Ensino Física Storytelling