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A simulação e a representação como ferramentas de aprendizagem em História
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A motivação em contexto escolar é um tema científico complexo, alvo de múltiplas análises em diversos períodos cronológicos e em todos os ciclos de ensino. No entanto, todos estes trabalhos evidenciaram a crescente necessidade de adaptar os métodos de ensino para que sejam cativantes para os estudantes e, ao mesmo tempo, facilitarem o processo de aprendizagem e a obtenção de melhores resultados académicos. Neste relatório de estágio contemplaremos dois métodos que utilizámos para motivar os alunos em sala de aula: a representação e a simulação. As atividades de representação configuram o desenvolvimento de pequenas peças, onde os alunos constroem guiões alicerçados em temas específicos do programa de História, preparam os recursos necessários à sua apresentação e, finalmente, atuam perante a turma. As simulações cingem-se à resolução de um problema base, fundamentando num momento de conflito da realidade histórica, mas cuja solução encontrada não tem necessariamente de corresponder à real, tudo depende dos consensos que encontrarem. Como forma de validar e verificar a aplicação destes métodos, recorremos à utilização de inquéritos aos alunos de modo a obter dados para fundamentar possíveis conclusões, mas também para obtenção de feedback necessário para a melhoria de atividades futuras.
The study of Motivation in classroom dynamics is a complex theme, addressed in a myriad of analyses produced in multiple chronological periods and directed towards all ranges of students, from K-12 and all throughout university courses. A common attribute in all this research is the need to adapt our teaching methods in such a way that they become captivating for students and, at the same time, facilitate the process of learning and the achievement of better academic results. During this thesis, written as part of our teaching internship, we will be analyzing the application of two methods that we think will motivate students: classroom dramatical representation and simulations. During the development of their plays, students will have to write their own scripts according to a predetermined historical subject, choose and prepare props and, finally, present them to the rest of the class. Our simulations focus on finding solutions for an historical conflict, whilst having only information available for those in that period in time. Although their conclusions during the activity needn’t be the same as those that happened in real life, they do have to express an agreement between all of the students in attendance. To validate and verify the application of these methods, we gave inquiry forms to out students after each activity, so that we could have enough data for analysis, but also so we could obtain written feedback on how to improve further.
The study of Motivation in classroom dynamics is a complex theme, addressed in a myriad of analyses produced in multiple chronological periods and directed towards all ranges of students, from K-12 and all throughout university courses. A common attribute in all this research is the need to adapt our teaching methods in such a way that they become captivating for students and, at the same time, facilitate the process of learning and the achievement of better academic results. During this thesis, written as part of our teaching internship, we will be analyzing the application of two methods that we think will motivate students: classroom dramatical representation and simulations. During the development of their plays, students will have to write their own scripts according to a predetermined historical subject, choose and prepare props and, finally, present them to the rest of the class. Our simulations focus on finding solutions for an historical conflict, whilst having only information available for those in that period in time. Although their conclusions during the activity needn’t be the same as those that happened in real life, they do have to express an agreement between all of the students in attendance. To validate and verify the application of these methods, we gave inquiry forms to out students after each activity, so that we could have enough data for analysis, but also so we could obtain written feedback on how to improve further.
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Atividades de simulação no Ensino Representação teatral no Ensino Aprendizagem de História Ensino por competências Motivação Classroom simulations Dramatic representation History learning Teaching by skills Engagement