Contexto lúdico em atividades da Prática de Ensino Supervisionada no 1.º Ciclo do Ensino Básico : jogos digitais versus jogos analógicos
Type
article
Creator
Identifier
PARAÍSO, Diana ; GIL, Henrique (2019) - Contexto lúdico em atividades da Prática de Ensino Supervisionada no 1.º Ciclo do Ensino Básico : jogos digitais versus jogos analógicos . In Conferência Internacional, 8, Leiria 3-4 de maio - Investigação, Praticas e Contextos em Educação : atas. Leiria : Escola Superior de Educação e Ciências Sociais. p. 10-17.
978-989-8797-19-2
Title
Contexto lúdico em atividades da Prática de Ensino Supervisionada no 1.º Ciclo do Ensino Básico : jogos digitais versus jogos analógicos
Subject
1.º Ciclo do Ensino Básico
Contexto Lúdico
Jogos Analógicos
Jogos Digitais
Prática de Ensino Supervisionada
1st Cycle of Basic Education
Playful Context
Analog Games
Digital games
Supervised Teaching Practice
Contexto Lúdico
Jogos Analógicos
Jogos Digitais
Prática de Ensino Supervisionada
1st Cycle of Basic Education
Playful Context
Analog Games
Digital games
Supervised Teaching Practice
Date
2019-10-11T13:49:19Z
2019-10-11T13:49:19Z
2019
2019-10-11T13:49:19Z
2019
Description
Desde pequenos que os jogos fazem parte da vida, são parte fundamental do nosso crescimento. AsTIC são hoje parte integrante do nosso dia-a-dia, como tal, deve ser uma preocupação dos educa-dores/professores, incluírem-nas nas suas práticas docentes para que estas façam parte integran¬te no processo de ensino-aprendizagem. Esta investigação foi realizada no âmbito da Prática de Ensino Supervisionada a alunos do 1º CEB, optando por uma vertente qualitativa, com uma abor¬dagem onde, na medida do possível, se tentou comparar as valências e potencialidades os jogos digitais e dos jogos analógico, em termos comparativos. Foi realizada uma recolha de dados atra¬vés de registo fotográfico e notas de campo com base numa observação participante. Foi também realizado um inquérito por questionário aos alunos e entrevistas semiestruturadas à Orientadora Cooperante e à Professora de apoio. De uma forma geral, sempre que as aulas incluíam atividades com jogos houve, por parte dos alunos, grandes níveis de motivação para a realização dos mes¬mos. Constatou-se que, independentemente de ser um jogo analógico ou digital, havia interesse por parte dos alunos na obtenção dos objetivos propostos e na aquisição dos conteúdos envolvidos. A utilização dos jogos como meios de aprendizagem permitiu a realização de aulas dinâmicas onde, consequentemente, se criaram espaços e contextos lúdicos onde os alunos mostraram estar mais motivados e envolvidos. Conclui-se, através da triangulação de dados, que os jogos promoveram mais e melhores aprendizagens junto dos alunos, tendo-se destacado os jogos digitais
For children 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. This research was carried out within the scope of the Supervised Teaching Practice to students of the 1st CEB, opting for a qualitative approach, where, as far as possible, comparisons of the strengths and potentials of digital games and analogue games have been attempted in compara¬tive terms. Data were collected through photographic records and field notes based on participant observation. A questionnaire survey was also conducted for students and semi-structured inter¬views with the Cooperating Advisor and the Support Teacher. 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. 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 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
For children 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. This research was carried out within the scope of the Supervised Teaching Practice to students of the 1st CEB, opting for a qualitative approach, where, as far as possible, comparisons of the strengths and potentials of digital games and analogue games have been attempted in compara¬tive terms. Data were collected through photographic records and field notes based on participant observation. A questionnaire survey was also conducted for students and semi-structured inter¬views with the Cooperating Advisor and the Support Teacher. 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. 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 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
Access restrictions
openAccess
http://creativecommons.org/licenses/by-nc/4.0/
http://creativecommons.org/licenses/by-nc/4.0/
Language
por
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