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Gamificação em História: comparação qualitativa e quantitativa de métodos de ensino
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O presente trabalho foi desenvolvido no âmbito da Prática de Ensino Supervisionada, no decorrer do Mestrado em Ensino de História no 3º ciclo do Ensino Básico e no Ensino Secundário, na Escola Salesianos de Lisboa, no ano letivo de 2021/2022. O principal objetivo deste relatório foi a análise da gamificação como metodologia de ensino e aprendizagem na disciplina de História, em comparação ao método de ensino vulgarmente considerado mais tradicional. De modo a testar esta hipótese, procedeu-se à comparação de duas turmas, uma lecionada com o método gamificado e outra turma em que o método de ensino não sofreu alteração, ou seja, manteve o método de ensino habitualmente utilizado. Os resultados obtidos permitem concluir que a gamificação da disciplina de História pode ser um contributo eficaz para a motivação dos alunos e a consolidação dos conhecimentos dos mesmos.
The present thesis was developed within the scope of the Supervised Teaching Practice, during the Masters in History Teaching in the third cycle of Basic and Secondary Education, at Escola Salesianos de Lisboa, in the school year 2021/2022. The main objective of this report was to analyse gamification as a teaching and learning methodology in the subject of History, compared to the teaching method commonly considered more traditional. To test this hypothesis, two classes were compared, one taught with a gamified method and another class in which the teaching method was not change, that is, the teaching method usually used was maintained. The results obtained allow us to conclude that the gamification of the subject of History can be an effective contribution to the motivation of students and the consolidation of their knowledge.
The present thesis was developed within the scope of the Supervised Teaching Practice, during the Masters in History Teaching in the third cycle of Basic and Secondary Education, at Escola Salesianos de Lisboa, in the school year 2021/2022. The main objective of this report was to analyse gamification as a teaching and learning methodology in the subject of History, compared to the teaching method commonly considered more traditional. To test this hypothesis, two classes were compared, one taught with a gamified method and another class in which the teaching method was not change, that is, the teaching method usually used was maintained. The results obtained allow us to conclude that the gamification of the subject of History can be an effective contribution to the motivation of students and the consolidation of their knowledge.
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Gamificação Motivação Avaliação Educação Ensino da História Gamification Motivation Evaluation Education History teaching