Autoeficácia e estilos de aprendizagem: um estudo comparativo entre os alunos que frequentam o ensino artístico especializado da música e os alunos que frequentam o ensino regular
Type
masterThesis
Creator
Identifier
201810590
Title
Autoeficácia e estilos de aprendizagem: um estudo comparativo entre os alunos que frequentam o ensino artístico especializado da música e os alunos que frequentam o ensino regular
Contributor
Pereira, Cristina Maria Gonçalves
Castilho, Maria Luísa Faria de Sousa Cerqueira Correia
Castilho, Maria Luísa Faria de Sousa Cerqueira Correia
Subject
Autoeficácia
Estilos de aprendizagem
Estudantes do ensino especializado da música
Design investigativo misto
Self-efficacy
Learning styles
Students of specialized music education
Mixed research design
Domínio/Área Científica : Humanidades
Estilos de aprendizagem
Estudantes do ensino especializado da música
Design investigativo misto
Self-efficacy
Learning styles
Students of specialized music education
Mixed research design
Domínio/Área Científica : Humanidades
Date
2018-01-07T22:10:26Z
2018-01-07T22:10:26Z
2017
2017
2018-01-07T22:10:26Z
2017
2017
Description
O presente relatório consta de duas partes. A primeira é uma reflexão sobre a experiência adquirida durante os meus 20 anos de vida docente a lecionar as disciplinas de violino e prática de conjunto. A segunda consiste num projeto de investigação que desenvolvi durante o ano letivo 2016-2017 sob o título Autoeficácia e Estilos de Aprendizagem: um estudo comparativo entre os alunos que frequentam o ensino artístico especializado da música e os alunos que frequentam o ensino regular.
Tendo como pressuposto que a aprendizagem musical é uma ferramenta importante para o desenvolvimento das crianças e que poderá promover e/ou exigir estilos de aprendizagem específicos, bem como níveis de perceção de autoeficácia elevados, pretendi comparar dois grupos de alunos, estudantes de música e alunos que nunca tiveram esta experiência, relativamente às variáveis “perceção da autoeficácia” e “estilos de aprendizagem”.
De forma a dar resposta aos objetivos do estudo, optei pela implementação de um design de investigação descritivo de cariz correlacional que permitiu identificar níveis significativamente superiores de autoeficácia nos estudantes do ensino especializado da música apesar de não se terem identificado diferenças significativas nos estilos de aprendizagem entre os grupos analisados.
Neste percurso investigativo, destaco o facto de ter tido como ponto de partida um problema que emergiu da minha prática profissional docente e que se foi organizando a partir de dados indutivos recolhidos nesse contexto. Este processo permitiu a identificação de questões de investigação decorrentes das observações realizadas e que considerei importante aferir de uma forma mais objetiva e suportada por dados quantitativos de forma a clarificar e validar uma primeira análise de natureza meramente qualitativa.
Abstract The following report is organized in two sections. The first section is a reflection on my 20 years of professional experience teaching the violin and ensemble classes. The second part is the result of a research that I did during the academic year 2016-2017 under the title Self-efficacy and Learning Styles: a comparative study between students who receive specialized artistic education and students who receive a regular education. Assuming that musical learning is an important tool for the development of children and can promote and / or require specific learning styles as well as high self-efficacy perception levels, I compared two groups of students, music students and students who have never had this experience, regarding the variables "perceived self-efficacy" and "learning styles". In order to respond to the objectives of the study, a descriptive, correlational research design was used to identify significantly higher levels of self-efficacy in students of specialized music education, although no significant differences were identified in learning styles between the groups analyzed. In this investigative course, I highlight the fact that it had as a starting point a problem that immersed itself from my professional teaching practice and that was organized based on inductive data collected in that context. This process allowed the identification of research questions resulting from my observations that I considered important to assess in a more objective manner and supported by quantitative data in order to clarify and validate a first analysis of a purely qualitative nature.
Abstract The following report is organized in two sections. The first section is a reflection on my 20 years of professional experience teaching the violin and ensemble classes. The second part is the result of a research that I did during the academic year 2016-2017 under the title Self-efficacy and Learning Styles: a comparative study between students who receive specialized artistic education and students who receive a regular education. Assuming that musical learning is an important tool for the development of children and can promote and / or require specific learning styles as well as high self-efficacy perception levels, I compared two groups of students, music students and students who have never had this experience, regarding the variables "perceived self-efficacy" and "learning styles". In order to respond to the objectives of the study, a descriptive, correlational research design was used to identify significantly higher levels of self-efficacy in students of specialized music education, although no significant differences were identified in learning styles between the groups analyzed. In this investigative course, I highlight the fact that it had as a starting point a problem that immersed itself from my professional teaching practice and that was organized based on inductive data collected in that context. This process allowed the identification of research questions resulting from my observations that I considered important to assess in a more objective manner and supported by quantitative data in order to clarify and validate a first analysis of a purely qualitative nature.
Access restrictions
openAccess
http://creativecommons.org/licenses/by/4.0/
http://creativecommons.org/licenses/by/4.0/
Language
por
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