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Atividades de competição como fator de aprendizagem em Geografia. Aplicação de jogos no 9º e 11º anos de escolaridade
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Este relatório é o resultado da Prática de Ensino Supervisionada (PES) realizada no âmbito do Mestrado de Ensino da Geografia no 3º ciclo do Ensino Básico e no Ensino Secundário, da Faculdade de Ciências Socias e Humanas – Universidade Nova de Lisboa para a obtenção do grau de mestre.
A Prática de Ensino Supervisionada (PES) realizou-se no ano letivo 2017/2018 na Escola Básica e Secundária de Alvide, sob a orientação do professor Doutor Miguel Inez Soares.
O tema aplicado no decorrer do ano letivo, e exposto neste relatório, diz respeito à utilização de atividades de competição como fator de aprendizagem na disciplina de Geografia, ou seja, com este tema pretendia aferir-se se os jogos aplicados em sala de aula constituem um fator acrescido de motivação.
A evolução tecnológica que tem marcado o mundo nos últimos anos, tem, inconscientemente, influenciado os alunos na sua postura em sala de aula, ou seja, pensa-se que quando utilizadas ferramentas tecnológicas o aluno ficará mais envolvido e motivado; no entanto, neste relatório, serão abordadas outras estratégias motivadoras, para além da utilização da tecnologia, que pretendem demonstrar que o aluno também se pode motivar e integrar com jogos não digitais. Esta foi uma ferramenta bastante utilizada no decorrer da Prática de Ensino Supervisionada (PES).
Refletindo sobre a motivação de um aluno no contexto de sala de aula, criaram-se estratégias alternativas para que os alunos ficassem motivados com os conteúdos de aprendizagem de Geografia e, dessa forma, foram utilizados como recursos: jogos digitais, jogos não digitais, atividades de competição e cooperação em turma.
This report is refers to the Supervised Teaching Practice (STP) carried out under the Master's Degree in Geography Teaching in the 3rd cycle of Basic Education and Secondary Education, of the Faculty of Social and Human Sciences - Universidade Nova de Lisboa. The Supervised Teaching Practice (STP) was held in the 2017/2018 school year at the Alvide Elementary and Secondary School under the supervision of Professor Miguel Inez Soares. The field of study approached during the school year and exposed in this report concerns the use of competition activities as a teaching strategy in the discipline of Geography. By using this strategy, it was intended to understand the correlation between playing games in the classroom and higher motivation. The technological development that has marked the world in recent years has unconsciously influenced students' behaviour in the classroom. It is thought that when technological tools are used, students will be more involved and motivated. However, in this report, some motivating strategies, other than technological ones, will be addressed to, so that it can be illustrated that students are also motivated and integrated. Non-digital games were widely used during the Supervised Teaching Practice (STP). Reflecting on students' motivation in the classroom, alternative strategies were created so that the students were motivated to learn Geography, having been used as resources: digital games, non-digital games, competition activities and collaborative class work.
This report is refers to the Supervised Teaching Practice (STP) carried out under the Master's Degree in Geography Teaching in the 3rd cycle of Basic Education and Secondary Education, of the Faculty of Social and Human Sciences - Universidade Nova de Lisboa. The Supervised Teaching Practice (STP) was held in the 2017/2018 school year at the Alvide Elementary and Secondary School under the supervision of Professor Miguel Inez Soares. The field of study approached during the school year and exposed in this report concerns the use of competition activities as a teaching strategy in the discipline of Geography. By using this strategy, it was intended to understand the correlation between playing games in the classroom and higher motivation. The technological development that has marked the world in recent years has unconsciously influenced students' behaviour in the classroom. It is thought that when technological tools are used, students will be more involved and motivated. However, in this report, some motivating strategies, other than technological ones, will be addressed to, so that it can be illustrated that students are also motivated and integrated. Non-digital games were widely used during the Supervised Teaching Practice (STP). Reflecting on students' motivation in the classroom, alternative strategies were created so that the students were motivated to learn Geography, having been used as resources: digital games, non-digital games, competition activities and collaborative class work.
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Atividades de competição Jogo digital Jogo não digital Trabalho colaborativo Motivação Competition activities Digital game Non-digital game Collaborative work Motivation