A carregar...
Publicação
“Da Sala de Aula Invertida à Aprendizagem Invertida” Metodologias Ativas no Ensino da Geografia
| Nome: | Descrição: | Tamanho: | Formato: | |
|---|---|---|---|---|
| 9.45 MB | Adobe PDF |
Autores
Orientador(es)
Resumo(s)
No âmbito do Mestrado de Ensino de Geografia, foi realizada uma investigação em contexto de sala de aula, acerca da aprendizagem dos alunos a partir da estratégia de ensino aqui designada como Sala de Aula Invertida (SAI). Este trabalho de investigação analisa o papel da aplicação da estratégia de ensino de aprendizagem da sala de aula invertida no quadro das metodologias ativas na disciplina de Geografia no sétimo ano de escolaridade e no décimo ano do ensino secundário. Tendo em conta a Era em que estamos a viver (Era Digital), torna-se importante procurar adotar um ensino de aprendizagem adequado e ajustado á realidade e tendências da nova geração. Neste sentido, sendo o aluno o centro do processo de ensino aprendizagem e procurando obter um maior envolvimento e o seu interesse na disciplina, aplicou-se uma metodologia ativa durante a prática de ensino supervisionada, a partir da estratégia de ensino e aprendizagem, SAI. A SAI é uma estratégia que integra as metodologias cujo intuito visa que os alunos tenham acesso aos conteúdos didáticos em casa, por via de textos, vídeos, ou outros materiais de estudo, antes da aula presencial. Desperta o interesse dos alunos para os conteúdos que serão posteriormente trabalhados em contexto de sala de aula pelo professor, que servirá como um mediador. Sendo uma estratégia de ensino, recomendada por vários autores, no que respeita à sua aplicabilidade na disciplina de Geografia, encontrámos um número reduzido de investigações sobre a aplicação da SAI. Com este trabalho de investigação, foi possível verificar um impacto muito positivo dos alunos, quanto ao seu envolvimento e aprendizagem em sala de aula. Este trabalho adotou uma metodologia qualitativa, a partir de questionário semi-estruturado, observação participante, que permitiram aferir o grau de satisfação da aplicação desta metodologia. Para muitos alunos e para o próprio professor tratou-se de um fator novidade, com resultados interessantes.
As part of the Master's Degree in Geography Teaching, research was carried out in a classroom context on student learning using the teaching strategy referred to here as the Inverted Classroom (IAS). This research work sought to analyze the role of the application of the flipped classroom teaching-learning strategy within the framework of active methodologies in the subject of Geography at the seventh grade level and at the tenth grade level of secondary education. Given the era in which we are living (the Digital Age), it is important to try to adopt a learning approach that is appropriate and adjusted to the reality and trends of the new generation. In this sense, with the student at the center of the teaching-learning process and seeking to get them more involved and interested in the subject, an Active methodology was applied during the supervised teaching practice, based on the teaching-learning strategy, SAI. SAI is a strategy "inserted" into the teaching-learning system, the aim of which is for students to have access to didactic content at home, via texts, videos or other study materials, before the classroom lesson. It awakens students' interest in the content that will later be worked on in the classroom by the teacher, who will act as a mediator. Although it is a teaching strategy recommended by several authors in terms of its applicability in the subject of Geography, we haven't found many studies using this teaching strategy. With this research work, it was possible to verify a very positive impact on the students in terms of their involvement and learning in the classroom. This work adopted a qualitative methodology, based on a semi-structured questionnaire and participant observation, which allowed us to gauge the degree of satisfaction with the application of this methodology. For many students and for the teacher himself, it was a novelty with interesting results.
As part of the Master's Degree in Geography Teaching, research was carried out in a classroom context on student learning using the teaching strategy referred to here as the Inverted Classroom (IAS). This research work sought to analyze the role of the application of the flipped classroom teaching-learning strategy within the framework of active methodologies in the subject of Geography at the seventh grade level and at the tenth grade level of secondary education. Given the era in which we are living (the Digital Age), it is important to try to adopt a learning approach that is appropriate and adjusted to the reality and trends of the new generation. In this sense, with the student at the center of the teaching-learning process and seeking to get them more involved and interested in the subject, an Active methodology was applied during the supervised teaching practice, based on the teaching-learning strategy, SAI. SAI is a strategy "inserted" into the teaching-learning system, the aim of which is for students to have access to didactic content at home, via texts, videos or other study materials, before the classroom lesson. It awakens students' interest in the content that will later be worked on in the classroom by the teacher, who will act as a mediator. Although it is a teaching strategy recommended by several authors in terms of its applicability in the subject of Geography, we haven't found many studies using this teaching strategy. With this research work, it was possible to verify a very positive impact on the students in terms of their involvement and learning in the classroom. This work adopted a qualitative methodology, based on a semi-structured questionnaire and participant observation, which allowed us to gauge the degree of satisfaction with the application of this methodology. For many students and for the teacher himself, it was a novelty with interesting results.
Descrição
Palavras-chave
Aprendizagem Ensino Geografia Metodologias ativas Sala de aula invertida Learning Teaching Geography Active methodologies Flipped classroom