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Asas ou gaiolas: Comparando os benefícios da aprendizagem cooperativa em duas metodologias de ensino
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Abstract(s)
O presente estudo pretendeu investigar os Benefícios da Aprendizagem Cooperativa e
sua correlação com as Emoções e Motivação para a Aprendizagem, comparando duas escolas
com metodologias diferentes, uma com metodologia tradicional, e a outra não tradicional de
metodologia cooperativa.
Participaram neste estudo 92 alunos que frequentam o 5º e 6º ano de escolaridade de
duas escolas na zona da Grande Lisboa, os quais, preencheram um questionário composto por
duas secções, uma referente aos dados sociodemográficos e a outra contendo três escalas, sendo
a primeira, dos Benefícios da Aprendizagem Cooperativa (EBAC), em seguida a Escala de
Emoções em Sala de Aula (AEQ-ES-P), e por último, a de Motivação para a Aprendizagem
(EMA).
Os resultados demonstraram que não se registaram diferenças significativas entre os
dois modelos de ensino relativamente a nenhuma das dimensões das escalas EBAC, EMA e
AEQ-ES-P. Ainda, registaram-se correlações positivas significativas entre os Benefícios da
Aprendizagem Cooperativa e o Prazer e o Aborrecimento, mas não com a Ansiedade. Para
mais, houve uma correlação negativa significativa entre os Benefícios da Aprendizagem
Cooperativa e a Motivação Intrínseca.
São discutidas considerações e reflexões acerca dos resultados encontrados, assim como
algumas limitações e implicações práticas que foram importantes para o desenvolvimento do
estudo.
The present study aimed to investigate the Benefits of Cooperative Learning and its relationship with Emotions and Motivation for Leaning, comparing two schools with different methodologies, in which one of them one used the traditional method, and the other used a nontraditional cooperative method. There were 92 students attending the 5th and 6th grades of two schools in the Greater Lisbon area who participated in this study. They filled out a questionnaire consisting of two sections, one referring to sociodemographic data and the other containing the three following scales: the Cooperative Learning Benefits Scale (EBAC), then the Achievement Emotions Questionnaire for Elementary School (AEQ-ES-P), and finally, the Motivation for Learning Scale (EMA). Results showed no significant differences between the two teaching methods regarding none of the dimensions of the EBAC, EMA or the AEQ-ES-P scales. There were, on the other hand, significant positive correlations between the Benefits of Cooperative Learning and Pleasure and Annoyance, but not with Anxiety. Furthermore, there was a significant negative correlation between the Benefits of Cooperative Learning and Intrinsic Motivation. Considerations and reflections about the results found are discussed, as well as some limitations and practical implications that were considered important for the development of the study.
The present study aimed to investigate the Benefits of Cooperative Learning and its relationship with Emotions and Motivation for Leaning, comparing two schools with different methodologies, in which one of them one used the traditional method, and the other used a nontraditional cooperative method. There were 92 students attending the 5th and 6th grades of two schools in the Greater Lisbon area who participated in this study. They filled out a questionnaire consisting of two sections, one referring to sociodemographic data and the other containing the three following scales: the Cooperative Learning Benefits Scale (EBAC), then the Achievement Emotions Questionnaire for Elementary School (AEQ-ES-P), and finally, the Motivation for Learning Scale (EMA). Results showed no significant differences between the two teaching methods regarding none of the dimensions of the EBAC, EMA or the AEQ-ES-P scales. There were, on the other hand, significant positive correlations between the Benefits of Cooperative Learning and Pleasure and Annoyance, but not with Anxiety. Furthermore, there was a significant negative correlation between the Benefits of Cooperative Learning and Intrinsic Motivation. Considerations and reflections about the results found are discussed, as well as some limitations and practical implications that were considered important for the development of the study.
Description
Dissertação de Mestrado
apresentada ao ISPA – Instituto Universitário para
a obtenção do grau de Mestre na especialidade de
Psicologia Educacional
Keywords
Aprendizagem Cooperativa Motivação Emoções Modelo de ensino tradicional Modelo de ensino não tradicional Cooperative learning Motivation Emotions Traditional teaching method Non- traditional teaching method