Estudo comparativo na prática supervisionada no 1.º CEB : jogos analógicos/jogos digitais
Type
article
Creator
Identifier
GIL, Henrique ; PARAÍSO, Diana (2019) - Estudo comparativo na prática supervisionada no 1.º CEB : jogos analógicos/jogos digitais. In Encontro Internacional de Formação na Docência, 4, Bragança, 3-4 de maio INCTE : atas. Bragança : Instituto Politécnico de Bragança. p. 306-316.
978-972-745-259-0
Title
Estudo comparativo na prática supervisionada no 1.º CEB : jogos analógicos/jogos digitais
Subject
1.º CEB
Contextos lúdicos
Jogos analógicos
Jogos digitais
Prática de ensino supervisionada
1st cycle of basic education
Playful context
Analog games
Digital games
Supervised teaching practice
Contextos lúdicos
Jogos analógicos
Jogos digitais
Prática de ensino supervisionada
1st cycle of basic education
Playful context
Analog games
Digital games
Supervised teaching practice
Date
2019-09-12T13:18:28Z
2019-09-12T13:18:28Z
2019
2019-09-12T13:18:28Z
2019
Description
O jogo e o ato de jogar constituem as atividades mais apreciadas pelas crianças. Neste
sentido, promover contextos lúdicos na sala de aula corresponde a ir ao encontro das
apetências dos alunos. A investigação que suporta este artigo foi realizada numa turma
com 20 alunos do 2.º ano, no âmbito da Prática de Ensino Supervisionada do 1.º CEB. O
objetivo da investigação foi o de avaliar se a inclusão de um contexto lúdico poderia
promover uma maior motivação e melhores aprendizagens dos alunos se utilizassem, em
termos comparativos, jogos digitais ou jogos analógicos. A investigação foi de caráter
qualitativo no seio de uma investigação-ação e de um estudo comparativo. Os
instrumentos de investigação consistiram numa observação participante, notas de campo e
registos fotográficos. Foi aplicado um inquérito por questionário aos alunos tendo ainda
sendo realizadas duas entrevistas e foram ainda realizadas 2 entrevistas semiestruturadas
à Orientadora Cooperante e à Professora de Apoio, com o intuito de se poder realizar uma
triangulação de dados mais abrangente e mais completa. Ao longo das sessões de
intervenção foram realizadas atividades que envolveram jogos digitais (3 na área da
matemática e 7 na área do português) e jogos analógicos (5 na área da matemática, 6 na
área do Português e 4 na área do Estudo do Meio). A seleção dos jogos (digitais e
analógicos) foi sempre realizada de acordo com os objetivos e os conteúdos constantes
nas planificações. Em todas as sessões a motivação foi por demais evidente, os alunos
aderiram aos jogos e ‘brincando foram aprendendo’, de acordo com as respostas obtidas
nas aulas e nas fichas de avaliação sumativas. Contudo, o suporte digital foi aquele que
foi mais requerido e pretendido pelos alunos e foi aquele onde surgiu mais interação,
mais entreajuda e mais colaboração. Em termos comparativos, veio a verificar-se que a
inclusão dos jogos digitais promove um maior envolvimento dos alunos e, pela interação
e prazer que gerou nos alunos, houve da sua parte a vontade em jogar mais. E, ao jogar
mais, aprendem ainda mais, pelo que se conclui que a inclusão de jogos digitais, com um
enquadramento pedagógico, deve ser uma prioridade, porque vai ao encontro dos gostos
dos alunos e porque lhes confere uma exposição às tecnologias/recursos digitais. Esta
exposição e consequente manipulação de recursos digitais são essenciais para aquisição
de uma literacia digital tão importante na presente sociedade também ela cada vez mais
digital
Since small games are a part of life, they are a fundamental part of our growth. ICT is an integral part of our day-to-day life, as such, it should be a concern of the educators / teachers to include them in their teaching practices to make them an integral part of the teaching-learning process. Taking this assumption into account, the present internship report intends to investigate students' learning through the use of analog and digital games, in a playful context in the classroom of a class with 20 students of the 1st Cycle of Basic Education. This research was carried out within the scope of the Supervised Teaching Practice to students of the 1st Cycle of Basic Education, opting for a qualitative aspect, with a comparative approach. To this end, a data collection was carried out through photographic records and field notes based on a participant observation, constituted by the researcher, the Cooperating Advisor, the Support Teacher and the students. A questionnaire survey was applied to the students, with two interviews being carried out and two semi-structured interviews were carried out with the Cooperating Advisor and the Support Teacher, in order to achieve a more comprehensive and more complete triangulation of data. A series of practical research sessions were conducted with 5 digital games (3 in mathematics and 7 in Portuguese) and 15 analog games (5 in mathematics, 6 in Portuguese and 4 in the area of study of the environment ), whose selection was always based on the programmatic contents to be taught at each session. In general, whenever the classes included activities with games, there were, on the part of the students, great levels of motivation for the accomplishment of the same ones. In all the sessions, the motivation was very evident, the students joined the games and 'joking were learning', according to the answers obtained in the classes and in the summative evaluation exams. Regardless of whether it was an analog or digital game, it was found that students were interested in achieving the proposed objectives and acquiring the content involved. The use of games as a means of learning allowed for the realization of dynamic classes where, consequently, spaces and playful contexts were created where the students showed to be more motivated and involved. It was up to the teacher to propose more activities promoting and consolidating knowledge, taking into account that the use of digital resources was not only a factor promoting greater and better learning, but also essential for the acquisition of digital skills that will be fundamental for their future. It is concluded, through the triangulation of data, that the games promoted more and better learning among students, with digital games being highlighted.
info:eu-repo/semantics/publishedVersion
Since small games are a part of life, they are a fundamental part of our growth. ICT is an integral part of our day-to-day life, as such, it should be a concern of the educators / teachers to include them in their teaching practices to make them an integral part of the teaching-learning process. Taking this assumption into account, the present internship report intends to investigate students' learning through the use of analog and digital games, in a playful context in the classroom of a class with 20 students of the 1st Cycle of Basic Education. This research was carried out within the scope of the Supervised Teaching Practice to students of the 1st Cycle of Basic Education, opting for a qualitative aspect, with a comparative approach. To this end, a data collection was carried out through photographic records and field notes based on a participant observation, constituted by the researcher, the Cooperating Advisor, the Support Teacher and the students. A questionnaire survey was applied to the students, with two interviews being carried out and two semi-structured interviews were carried out with the Cooperating Advisor and the Support Teacher, in order to achieve a more comprehensive and more complete triangulation of data. A series of practical research sessions were conducted with 5 digital games (3 in mathematics and 7 in Portuguese) and 15 analog games (5 in mathematics, 6 in Portuguese and 4 in the area of study of the environment ), whose selection was always based on the programmatic contents to be taught at each session. In general, whenever the classes included activities with games, there were, on the part of the students, great levels of motivation for the accomplishment of the same ones. In all the sessions, the motivation was very evident, the students joined the games and 'joking were learning', according to the answers obtained in the classes and in the summative evaluation exams. Regardless of whether it was an analog or digital game, it was found that students were interested in achieving the proposed objectives and acquiring the content involved. The use of games as a means of learning allowed for the realization of dynamic classes where, consequently, spaces and playful contexts were created where the students showed to be more motivated and involved. It was up to the teacher to propose more activities promoting and consolidating knowledge, taking into account that the use of digital resources was not only a factor promoting greater and better learning, but also essential for the acquisition of digital skills that will be fundamental for their future. It is concluded, through the triangulation of data, that the games promoted more and better learning among students, with digital games being highlighted.
info:eu-repo/semantics/publishedVersion
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openAccess
http://creativecommons.org/licenses/by-nc/4.0/
http://creativecommons.org/licenses/by-nc/4.0/
Language
por
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