Organização social das aprendizagens para o desenvolvimento da autonomia e cooperação no âmbito da educação pré-escolar e 1º ciclo do Ensino Básico

Mestrado (PES II), Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, 3 de Julho de 2014, Universidade dos Açores.

Students' engagement in schools : differentiation and promotion

The objective of this work is to present elements of the project Student engagement in Schools (SES). The team consists of 10 researchers from six Universities. Student engagement in schools is a multidimensional construct that unites affective, behavioural, and cognitive dimensions of student adaptation in the school and has influence on students’outcomes. The team of researchers conceptualized two major studies, a differential study to analyze the relations between SES and contextual factors, personal factors, student’s outcomes, and a quasi-experimental study to analyze the effects on SES of a specific intervention programmes. In study 1, the sample size is around 600 students (150 6th graders, 150 7th graders, 150 9th graders, and 150 10th graders). We shall focus on years of school transition, with rural and urban populations, on different regions of the country, and on students with different family background. We shall conduct questionnaires with national and international scales. The study 2 will involve students in 7th and 9th grade, from four classes, two of the experimental group and two of the control group. Patterns of verbal communication between a teacher and students can influence the classroom environment and SES. This model of communication would result in more effective student management and more time on-task for learning.

Prática de ensino supervisionado no 1.º e 2.º ciclo do ensino básico: a desenvolvimento da consciência linguística num 1.º ano de escolaridade

Relatório de Estágio apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1.º e do 2.º Ciclo do Ensino Básico

Prática de ensino supervisionado no 1.º e 2.º ciclo do ensino básico: práticas de promoção de competência sociais no 1.º ciclo do ensino básico

Relatório apresentado à Escola Superior de Educação de Lisboa para obtenção de grau de mestre em Ensino do 1º e do 2º Ciclos do Ensino Básico

A implementação de um programa de tutoria de pares na construção de textos narrativos em alunos do 4.º ano, com e sem Necessidades Adicionais de Suporte

O presente estudo teve como finalidade avaliar a implementação da estratégia de tutoria de pares (TP), em sala de aula, na construção de textos narrativos, em alunos com e sem Necessidades Adicionais de Suporte (NAS). Foi realizado com um grupo de 24 alunos do 4º ano de escolaridade, numa instituição do Porto, Portugal. Desenvolveram-se oito intervenções, sendo a primeira o pré-teste (texto escrito sem a estratégia de TP), a segunda a apresentação da TP e as restantes de implementação da estratégia (intervenção I e II e pós-teste). Os alunos foram agrupados em pares e ambos tiveram os papéis de tutor e de tutorado. As questões que orientaram o estudo foram: Em contexto de sala de aula, a estratégia de tutoria de pares melhora a escrita de textos narrativos?, A estratégia de tutoria de pares promove a inclusão? e A estratégia de tutoria de pares é um instrumento exequível em sala de aula? Os resultados demonstraram que a estratégia é motivadora para os alunos e promove interações positivas entre eles. O aluno Alvo (com NAS) obteve resultados positivos tanto na melhoria da escrita de textos como no aumento do sentido de pertença às atividades da turma. Para além disso, a estratégia mostrou-se exequível em contexto escolar. Compreendemos que as sessões foram escassas para aferir se a estratégia de TP foi eficaz na consistente melhoria da escrita de textos. Torna-se, por isso, importante que mais estudos se realizem neste domínio em Portugal, de modo a consolidar as conclusões desta estratégia.

Estudo sobre o consumo de tabaco entre os adolescentes da Ilha Terceira

RESUMO - O objetivo deste estudo foi conhecer o comportamento face ao consumo de tabaco reportado pelos adolescentes escolarizados da ilha Terceira e caracterizar alguns fatores associados. O estudo realizado assumiu uma metodologia de investigação observacional, descritiva, quantitativa e de carácter transversal. Os dados foram recolhidos no ano letivo 2012/2013, nos alunos do 9.º ano de escolaridade, através da aplicação de um questionário de autopreenchimento, anónimo e voluntário, em contexto de sala de aula. A amostra foi constituída por 323 adolescentes, 142 do sexo masculino e 181 do sexo feminino, com idade média de 14,71 anos. Verificou-se que cerca de 16,9% dos adolescentes consome tabaco regularmente, 6,6% ocasionalmente e 76,6% não fuma. Mais de metade dos adolescentes já experimentou fumar tabaco (56%), sendo a idade média de experimentação de 12,49 anos. A maioria dos adolescentes que experimentaram fumar referiram tê-lo feito por curiosidade (84,7%) e, sobretudo, na companhia dos amigos (83,1%). As variáveis associadas ao comportamento tabágico foram: o desempenho escolar, os hábitos tabágicos dos amigos, a permissividade dos pais para se fumar em casa, a frequência à exposição ao tabaco em casa, os conhecimentos da “impotência sexual” como consequência do consumo de tabaco, conhecimento dos danos na saúde em frequentar ambientes com fumo e a crença de que os jovens fumadores são mais atraentes. Os resultados mostram a elevada necessidade de serem desenvolvidas estratégias de prevenção e controlo do tabagismo entre os adolescentes da ilha Terceira.

Peer interaction and learning opportunities in cohesive and less cohesive L2 classrooms

The present study investigates peer to peer oral interaction in two task based language teaching classrooms, one of which was a self-declared cohesive group, and the other a self- declared less cohesive group, both at B1 level. It studies how learners talk cohesion into being and considers how this talk leads to learning opportunities in these groups. The study was classroom-based and was carried out over the period of an academic year. Research was conducted in the classrooms and the tasks were part of regular class work. The research was framed within a sociocognitive perspective of second language learning and data came from a number of sources, namely questionnaires, interviews and audio recorded talk of dyads, triads and groups of four students completing a total of eight oral tasks. These audio recordings were transcribed and analysed qualitatively for interactions which encouraged a positive social dimension and behaviours which led to learning opportunities, using conversation analysis. In addition, recordings were analysed quantitatively for learning opportunities and quantity and quality of language produced. Results show that learners in both classes exhibited multiple behaviours in interaction which could promote a positive social dimension, although behaviours which could discourage positive affect amongst group members were also found. Analysis of interactions also revealed the many ways in which learners in both the cohesive and less cohesive class created learning opportunities. Further qualitative analysis of these interactions showed that a number of factors including how learners approach a task, the decisions they make at zones of interactional transition and the affective relationship between participants influence the amount of learning opportunities created, as well as the quality and quantity of language produced. The main conclusion of the study is that it is not the cohesive nature of the group as a whole but the nature of the relationship between the individual members of the small group completing the task which influences the effectiveness of oral interaction for learning.This study contributes to our understanding of the way in which learners individualise the learning space and highlights the situated nature of language learning. It shows how individuals interact with each other and the task, and how talk in interaction changes moment-by-moment as learners react to the ‘here and now’ of the classroom environment.

"Virar a Sala de Aula”: centrar a aprendizagem no aluno recorrendo a ferramentas cognitivas

Relatório de projeto de mestrado em Ensino de Informática

English grammar games in primary education

The purpose of this study was to analyse pupils’ English grammar acquisition from competitive and cooperative approaches. After searching a wide range of authors’ contribution to English language learning, grammar acquisition, classroom environment and language games. A hundred and twenty pupils from three schools; two from Ripoll and one from Campdevànol were enrolled in a specific grammar games intervention. This was imparted in three different phases: first of all, I interviewed the three teachers from the three schools, then I put into practice my competitive and cooperative games which I designed especially for this study (all the sessions were carried, assessed and registered by myself); finally, all pupils answered a questionnaire related to their experiences in my grammar games intervention. Analysis of teaching interventions showed that, in terms of English language acquisition, pupils used different strategies to show up understanding and achieve the objective of the game such as: recalling their background knowledge, expressing sentences influenced by their internal language and their mother tongue. Data collected revealed that most difficulties were founded in team work, even more in competitive games. The results also showed that team work is something which has to be developed step by step in order to achieve language learning and all pupils’ active participation successfully.

BLOGS NO ENSINO DE QUÍMICA: ANÁLISE DE COMENTÁRIOS PUBLICADOS EM DISCIPLINA DE COMUNICAÇÃO CIENTÍFICA

Blogs and other technology tools are commonly used in our society. Although we are familiar with the use of technology for social interaction, its application in the classroom environment is still not fully appreciated by the teaching community as a useful learning tool. This paper sheds light on this use by presenting the analysis of the comments posted on a blog used by undergraduate chemistry students for a scientific communication undergraduate course. On the course, students used the blog to ask questions and discuss assignments. All the comments were monitored by the professor and her teaching assistant, who also posted their comments. We analyzed the content of these comments using the model proposed by Henri and adapted by McKenzie and Murphy. The results show a predominance of administrative comments, followed by course content comments. The findings also indicated that this tool complements classroom discussions, supports the participation of students who would otherwise not take part, and allows a continuous learning process for all the students. We concluded that the use of blogs improved the classroom experience and supported the instructional classroom activities.

Musikaliska möten man minns : om musikundervisningen i årskurserna sju till nio som en arena för starka musikpplevelser

Earlier research has shown that strong experiences related to music (SEM) can occur in very different contexts and take on many different forms. Experiences like these seem significant and have among other things reportedly had an affect on the individual's continuing relationship towards music, which makes them interesting from a pedagogical point of view. Formal teaching situations, though, are under-represented in studies where people have been asked to describe strong experiences that they have had in connection with music. The purpose of my thesis is to investigate what SEM may mean to pupils and teachers in lower secondary school (grades 7-9), and to inquire more deeply into the potential "space" for such experiences within school music education. On a comprehensive level my ambition is to deepen the understanding for SEM as a possible element in pedagogical situations. Three empirical perspectives are employed: pupil-, teacher- and curriculum perspectives. The pupil perspective involved an analysis of written accounts of 166 fifteen-year-olds, describing own strong experiences. The teacher perspective involved studying 28 music teachers' conceptions of the purpose of teaching music in school as well as their understanding about strong music experiences in school context. Further, the teachers' descriptions of SEM that they have had themselves were analysed. The curriculum perspective is reflected through a study of how music experience was represented in 24 local and 2 national curriculum texts for music. Grounded in a phenomenological-hermeneutical perspective the material have been analyzed both qualitatively and quantitatively. The result points towards the fact that the music education in school has the potential to become an arena for SEM and that this can happen in relation to a multitude of activities and genres and take on many different expressions. Only one pupil referred to a musical encounter in the classroom environment; all other experiences that occurred inside the frame of school activity had taken place in other arenas (the school hall, public concert halls, and so on). However, more than 98 % of the descriptions concerned musical encounters in leisure time contexts. The significance of SEM is further clarified by narrative constructions. SEM as a conception does not occur on the curriculum level; however the analyze revealed a number of interesting "openings" which are illustrated. Even though all teachers displayed a fundamentally positive attitude towards the idea of regarding SEM as a feature of formal musical learning, it became clear that many teachers never had approached this theme from a pedagogical point of view before. Still, they proved to have an evident "familiarity" towards the phenomenon based on their own experiences of receptive and performative musical encounter. The possible space for strong musical experiences within school music education is specified through a detailed illustration of six specific themes derived from the reasoning of the teachers. Furthermore, this is described through a mapping of the potential experiencing zone, constructed from the teachers descriptions of educational aims.

A school-based cognitive behavior modification intervention strategy for learned helpless mentally retarded students

This study assessed the usefulness of a cognitive behavior modification (CBM) intervention package with mentally retarded students in overcoming learned helplessness and improving learning strategies. It also examined the feasibility of instructing teachers in the use of such a training program for a classroom setting. A modified single subject design across individuals was employed using two groups of three subjects. Three students from each of two segregated schools for the mentally retarded were selected using a teacher questionnaire and pupil checklist of the most learned helpless students enrolled there. Three additional learned helplessness assessments were conducted on each subject before and after the intervention in order to evaluate the usefulness of the program in alleviating learned helplessness. A classroom environment was created with the three students from each school engaged in three twenty minute work sessions a week with the experimenter and a tutor experimenter (TE) as instructors. Baseline measurements were established on seven targeted behaviors for each subject: task-relevant speech, task-irrelevant speech, speech denoting a positive evaluation of performance, speech denoting a negative evaluation of performance, proportion of time on task, non-verbal positive evaluation of performance and non-verbal negative evaluation of performance. The intervention package combined a variety of CBM techniques such as Meichenbaum's (1977) Stop, Look and Listen approach, role rehearsal and feedback. During the intervention each subject met with his TE twice a week for an individual half-hour session and one joint twenty minute session with all three students, the experimentor and one TE. Five weeks after the end of this experiment one follow up probe was conducted. All baseline, post-intervention and probe sessions were videotaped. The seven targeted behaviors were coded and comparisons of baseline, post intervention, and probe testing were presented in graph form. Results showed a reduction in learned helplessness in all subjects. Improvement was noted in each of the seven targeted behaviors for each of the six subjects. This study indicated that mentally retarded children can be taught to reduce learned helplessness with the aid of a CBM intervention package. It also showed that CBM is a viable approach in helping mentally retarded students acquire more effective learning strategies. Because the TEs (Tutor experimenters) had no trouble learning and implementing this program, it was considered feasible for teachers to use similar methods in the classroom.

Motivational differences in science course enrolment shown by males and females in grades 9 through OAC

A sample of 1,345 students enrolled in advanced-level science courses from Grades 9 through OAe was surveyed in order to gain perspective into the existence of motivational differences attributing to science course enrolment by gender. Records of enrolment were examined in order to detect patterns and trends. A questionnaire was devised and piloted. It measured five motivational variables - demographics, science and science-related experiences, science ability and attitudes, impressions about women in science, and importance of science and science-related skills. The students also provided some impressions about the image of scientists. Results of the questionnaire were analyzed for frequency of responses and for significant gender differences using the chi-square. Differences were found to exist in the areas of science anxiety as it relates to testing and oral participation; in motivation generated by the performance of extra-curricular science and science-related activities, and by the classroom environment; in impressions of women in science; in the importance of science skills, and in the area of teacher influence. The study also showed a differential enrolment of females, with an emphasis on biology and chemistry. The males were enrolled in courses of physics and chemistry. The findings lead to numerous suggested strategies and programs for encouraging the participation of females in science education and careers.

Étude de cas sur la dynamique motivationnelle d’élèves à risque du 3e cycle du primaire et de l’influence du jeu éducatif numérique en mathématiques sur celle-ci

Le phénomène du décrochage scolaire est encore très présent dans notre société, particulièrement chez les garçons. Notre mémoire s’intéresse à la question et vise à mieux comprendre la dynamique motivationnelle d’un échantillon (N=11) d’élèves masculins considéré comme étant « à risque » de décrochage au 3e cycle d’une école primaire de Montréal. De plus, notre expérimentation vise spécifiquement à décrire l’influence de l’utilisation d’une activité pédagogique dite « motivante » : le jeu éducatif numérique « Math en Jeu » sur la dynamique motivationnelle à apprendre en mathématiques. Il s’agit d’une étude de cas avec une approche mixte de collecte de données. Nos résultats révèlent quatre profils de dynamique motivationnelle chez les élèves de notre échantillon : 1) les élèves en difficulté en mathématiques, 2) les élèves démotivés et 3) les élèves démotivés et en difficulté en mathématiques, puis, 4) des cas plus complexes. Notre analyse montre que « Math en Jeu » suscite un grand intérêt chez tous les élèves de notre échantillon. L’influence du jeu sur la dynamique motivationnelle semble toutefois mieux convenir aux élèves avec des dynamiques motivationnelles de type « démotivé » ou « démotivé et en difficulté en mathématiques » et dans une certaine mesure, certains élèves catégorisés comme étant des « cas complexes ». Nos résultats indiquent que le jeu pourrait notamment avoir une certaine influence sur le sentiment de compétence à réussir de l’élève. Toutefois, pour être en mesure de mieux décrire et analyser ces influences, il serait préférable de mener des recherches sur une plus longue durée, dans un contexte naturel de classe et sur un échantillon d’élèves plus grand.

Enseignement de la géométrie en première secondaire et conceptions d'élèves : une oscillation entre la perception, la mesure et la théorie

Cette recherche, réalisée en milieu scolaire québécois, concerne l’enseignement et l’apprentissage de la géométrie à l’entrée au secondaire. Ce contexte est caractérisé par une géométrie non clairement définie d’un point de vue épistémologique, tant dans le programme d’études du premier cycle que dans les manuels scolaires. Ainsi, nous avons cherché à voir d’une part, l’activité géométrique souhaitée et actualisée par des enseignants incluant les problèmes proposés et, d’autre part, les conceptions d’élèves développées par ces problèmes. À partir de données recueillies auprès de quatre classes, nous avons déterminé cette activité géométrique et répertorié six types de problèmes dont quatre sont dominants ainsi que des conceptions d’élèves. L’activité géométrique en classe a donné lieu à des moments d’hésitation épistémologique, lesquels ne sont pas sans effet dans le développement des conceptions des élèves.