A carregar...
Publicação
O trabalho de campo digital enquanto ferramenta promotora do desenvolvimento de competências geográficas nos alunos
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 6.04 MB | Adobe PDF |
Resumo(s)
Os avanços tecnológicos têm vindo a impor, aos professores, a modernização das práticas de ensino e de aprendizagem dos alunos. A diversificação de atividades, recursos e estratégias em sala de aula deve seguir modelos de aprendizagem ativos, onde o aluno é o (co)responsável pela construção da sua aprendizagem, bem como o trabalho de campo digital. A utilização de ferramentas digitais e tecnológicas contribui para o desenvolvimento de competências geográficas e procedimentos fundamentais para o cidadão do século XXI. Este relatório de prática de ensino supervisionada baseou-se na interpretação e aplicação de diferentes ferramentas digitais — Google Maps, o Google Earth, o My Maps e o ArcGis StoryMaps — no 3.º Ciclo do Ensino Básico, especificamente numa turma do 9.º Ano. Este relatório analisa a importância do trabalho de campo digital em diferentes contextos educativos, reconhecendo o contributo desta metodologia para a concretização das Aprendizagens Essenciais de Geografia, bem como, para o desenvolvimento das diferentes áreas de competências inscritas no Perfil dos Alunos à Saída da Escolaridade Obrigatória e nos domínios e competências a desenvolver da Estratégia Nacional para a Cidadania. O trabalho de campo digital permite que os alunos desenvolvam a suas capacidades de interpretação, compreensão, aplicação e mobilização de conceitos existentes nos diversos subtemas do currículo da Geografia. A implementação desta metodologia divide-se em três fases: preparação, implementação e avaliação. A primeira fase consiste na preparação de recursos para as tarefas associadas ao trabalho de campo digital. A segunda é a fase central desta metodologia e corresponde à implementação, onde o aluno analisa e recolhe dados para aplicar nas diferentes tarefas. Esta fase é essencial para enumerar possíveis medidas, mitigar o problema, ou sugestões de alteração de comportamentos e práticas no âmbito de uma cidadania territorial mais consciente e mais democrática. A última fase corresponde à avaliação e é feita com os alunos e o professor (auto e heteroavaliação). O trabalho de campo digital foi uma metodologia motivadora, prática e visível do mundo que rodeia os alunos. Os cidadãos, geograficamente competentes, valorizarão estas metodologias no seu quotidiano, para enfrentar os desafios do século XXI.
Technological advances have been imposing on teachers the modernization of teaching and learning practices for students. The diversification of activities, resources and strategies in the classroom should follow active learning models, where each student is (co)responsible for the construction of their learning process, as well as digital fieldwork. The use of digital and technological tools contributes to the development of geographic skills and fundamental procedures for the citizen of the 21st century. This supervised teaching practice report was based on the interpretation and application of different digital tools — Google Maps, Google Earth, My Maps and ArcGis StoryMaps — in the third cycle of basic education, specifically in a Year nine class. This report analyses the importance of digital fieldwork in different educational contexts, recognizing the contribution of this methodology to the achievement of the Essential Learning in Geography, as well as to the development of the different areas of competences included in the Profile of Students Leaving Compulsory Education and, in the domain sand competences to be developed in the National Strategy for Citizenship. The digital fieldwork allows students to develop their ability to interpret, understand, apply and mobilize concepts that exist in the various sub-themes of the Geography curriculum. The application of this methodology is divided into three phases: preparation, implementation, and evaluation. The first phase consists in preparing resources for the tasks associated with the digital fieldwork. The second is the central phase of this methodology and corresponds to the implementation, where the student analyses and collects data to apply in the different tasks. This phase is essential to list possible measures, mitigate the problem, or suggestions to change behavior and practices in the context of a more aware and more democratic territorial citizenship. The last phase corresponds to the evaluation, and it is done with the students and the teacher (self and hetero evaluation). The digital fieldwork was a motivating, practical and visible methodology of the world around the students. Citizens, geographically competent, will value these methodologies in their daily life to face the challenges of the 21st century.
Technological advances have been imposing on teachers the modernization of teaching and learning practices for students. The diversification of activities, resources and strategies in the classroom should follow active learning models, where each student is (co)responsible for the construction of their learning process, as well as digital fieldwork. The use of digital and technological tools contributes to the development of geographic skills and fundamental procedures for the citizen of the 21st century. This supervised teaching practice report was based on the interpretation and application of different digital tools — Google Maps, Google Earth, My Maps and ArcGis StoryMaps — in the third cycle of basic education, specifically in a Year nine class. This report analyses the importance of digital fieldwork in different educational contexts, recognizing the contribution of this methodology to the achievement of the Essential Learning in Geography, as well as to the development of the different areas of competences included in the Profile of Students Leaving Compulsory Education and, in the domain sand competences to be developed in the National Strategy for Citizenship. The digital fieldwork allows students to develop their ability to interpret, understand, apply and mobilize concepts that exist in the various sub-themes of the Geography curriculum. The application of this methodology is divided into three phases: preparation, implementation, and evaluation. The first phase consists in preparing resources for the tasks associated with the digital fieldwork. The second is the central phase of this methodology and corresponds to the implementation, where the student analyses and collects data to apply in the different tasks. This phase is essential to list possible measures, mitigate the problem, or suggestions to change behavior and practices in the context of a more aware and more democratic territorial citizenship. The last phase corresponds to the evaluation, and it is done with the students and the teacher (self and hetero evaluation). The digital fieldwork was a motivating, practical and visible methodology of the world around the students. Citizens, geographically competent, will value these methodologies in their daily life to face the challenges of the 21st century.
Descrição
Palavras-chave
Trabalho de campo Ensino da Geografia Ferramentas digitais Aprendizagens essenciais Perfil dos alunos Fieldwork Geography teaching Digital tools Essential learning Student profile