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O Contributo das Webquests para a Construção do Conhecimento Histórico
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O seguinte relatório é o resultado de uma prática investigativa sobre a aplicação das Novas Tecnologias de Informação e Comunicação, nomeadamente, as webquests, para a construção do conhecimento histórico por parte dos alunos, realizada no âmbito da Prática de Ensino Supervisionada em História, efetuada no Colégios Salesianos de Lisboa – Oficinas de São José.
Desta forma, o estudo que se apresenta, assenta na análise e reflexão da aplicação de três estratégias – trabalho de grupo, jogo interativo (Kahoot) e webquest –, sendo o grande foco, a utilização das webquests na sala de aula, na disciplina de História do 3º Ciclo do Ensino Básico, em particular, numa turma do 8º ano de escolaridade e noutra do 9º ano de escolaridade
Neste relatório, começo por fazer um enquadramento teórico sobre a teoria construtivista, a aplicação das Novas Tecnologias de Informação e Comunicação na educação e sobre as webquests, seguido de uma caracterização da escola e das turmas onde as metodologias foram aplicadas, onde descreverei o processo, a concretização e os resultados obtidos com as atividades relacionadas com o método de trabalho escolhido.
A parte final é composta por uma reflexão final, na qual faço um balanço da utilização da metodologia nas aulas, procurando compreender até que ponto a sua utilização foi benéfica para os alunos, nomeadamente o sucesso obtido pelos alunos, vantagens e desvantagens, constrangimentos e potencialidades da mesma.
The following report is the result of a investigative practice on the application of the New Technologies of Information and Communication, namely webquests, for the construction of historical knowledge by the students, carried out in the scope of the Supervised Teaching Practice in History, carried out in the Salesian Colleges of Lisbon - Workshops of São José. In this way, the present study is based on the analysis and reflection of the application of three strategies - group work, interactive game (Kahoot) and webquest -, the main focus being the use of webquests in the classroom, in the discipline of History of the 3rd Cycle of Primary School, in particular, in a group of 8th year of schooling and another of 9th year of schooling In this report, I begin by making a theoretical framework on constructivist theory, the application of New Information and Communication Technologies in education and on webquests, followed by a characterization of the school and classes where the methodologies were applied, where I will describe the process, the accomplishment and the results obtained with the activities related to the chosen method of work. The final part consists of a final reflection, in which I take stock of the use of the methodology in the classes, trying to understand to what extent its use was beneficial for the students, namely the success obtained by the students, advantages and disadvantages, constraints and potentialities of the same
The following report is the result of a investigative practice on the application of the New Technologies of Information and Communication, namely webquests, for the construction of historical knowledge by the students, carried out in the scope of the Supervised Teaching Practice in History, carried out in the Salesian Colleges of Lisbon - Workshops of São José. In this way, the present study is based on the analysis and reflection of the application of three strategies - group work, interactive game (Kahoot) and webquest -, the main focus being the use of webquests in the classroom, in the discipline of History of the 3rd Cycle of Primary School, in particular, in a group of 8th year of schooling and another of 9th year of schooling In this report, I begin by making a theoretical framework on constructivist theory, the application of New Information and Communication Technologies in education and on webquests, followed by a characterization of the school and classes where the methodologies were applied, where I will describe the process, the accomplishment and the results obtained with the activities related to the chosen method of work. The final part consists of a final reflection, in which I take stock of the use of the methodology in the classes, trying to understand to what extent its use was beneficial for the students, namely the success obtained by the students, advantages and disadvantages, constraints and potentialities of the same
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Webquests Conhecimento Histórico Construtivismo Tecnologias de Informação e Comunicação Constructivism Historical Knowledge Information and Communication Technologies