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O papel do feedback na aprendizagem de alunos do 1º ciclo
| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 3.13 MB | Adobe PDF |
Authors
Abstract(s)
No âmbito do Mestrado em Educação Pré-escolar e Ensino do 1ºCiclo do Ensino
Básico, derivado da Prática de Ensino Supervisionada, surge o presente relatório. O feedback
afigura-se como uma competência fundamental para a aprendizagem dos alunos, sendo umas
das ferramentas mais importante no que diz respeito á avaliação formativa, “O feedback, é um
processo essencial que tem de fazer parte intrínseca do processo de avaliação formativa. É
através da distribuição criteriosa, inteligente e sistemática de feedback que os professores
podem ter um papel decisivo nos processos de aprendizagem dos seus alunos” (Fernandes,
2021). Assim tendo por base este pressuposto, os objetivos deste relatório recaíram sobre como
pode o feedback do professor contribuir para a melhoria da aprendizagem dos seus alunos. O
estudo decorreu ao longo de um mês onde se tentou implementar um feedback formativo
durante aprendizagens relativas à construção de um diagrama de caule e folhas e à formação
das rochas nas áreas curriculares de Matemática e Estudo do Meio. A metodologia utilizada
teve uma natureza qualitativa, tratando-se de um estudo etnográfico. Para tal, foram utilizados
como instrumentos de recolha de dados, a observação, questionamento, os trabalhos realizados
pelos alunos, alguns registos do diário de bordo e alguns registos fotográficos. A investigação
foi realizada numa instituição pública, numa turma de 4º ano de escolaridade, com fum total
de 19 participantes, 12 crianças do sexo masculino e 7 do sexo feminino e a docente titular de
turma. A análise de dados permitiu identificar as práticas de avaliação do professor do titular
da turma, mais concretamente o uso que fazia do feedback fornecido aos alunos, compreender
a importância do feedback formativo na realização das tarefas pedidas aos alunos em contexto
de sala de aula para uma melhor aquisição das aprendizagens e para promover uma melhor
comunicação em sala de aula.
ABSTRACT: As part of the master’s degree in Pre-school Education and Primary School Teaching, this report is the result of Supervised Teaching Practice. Feedback is a fundamental skill for students' learning and one of the most important tools in formative assessment: "Feedback is an essential process that must be an intrinsic part of the formative assessment process. It is through the careful, intelligent, and systematic distribution of feedback that teachers can play a decisive role in their students' learning processes" (Fernandes, 2021). Thus, based on this assumption, the objectives of this report focused on how teacher feedback can contribute to improving student learning. The study took place over the course of a month, in which formative feedback was tried to be implemented during learning related to the construction of a diagram of stems and leaves and the formation of rocks in the curricular areas of Mathematics and Environmental Studies. The methodology used was qualitative in nature and was an ethnographic study. To this end, observation, questioning, the work done by the students, some logbook entries and some photographic records were used as data collection tools. The research was carried out in a public institution, in a 4th grade class, with a total of 19 participants, 12 male and 7 female children and the head teacher. The data analysis made it possible to identify the assessment practices of the head teacher of the class, more specifically the use he made of the feedback provided to the students, to understand the importance of formative feedback in carrying out the tasks asked of the students in the classroom context for better acquisition of learning and to promote better communication in the classroom.
ABSTRACT: As part of the master’s degree in Pre-school Education and Primary School Teaching, this report is the result of Supervised Teaching Practice. Feedback is a fundamental skill for students' learning and one of the most important tools in formative assessment: "Feedback is an essential process that must be an intrinsic part of the formative assessment process. It is through the careful, intelligent, and systematic distribution of feedback that teachers can play a decisive role in their students' learning processes" (Fernandes, 2021). Thus, based on this assumption, the objectives of this report focused on how teacher feedback can contribute to improving student learning. The study took place over the course of a month, in which formative feedback was tried to be implemented during learning related to the construction of a diagram of stems and leaves and the formation of rocks in the curricular areas of Mathematics and Environmental Studies. The methodology used was qualitative in nature and was an ethnographic study. To this end, observation, questioning, the work done by the students, some logbook entries and some photographic records were used as data collection tools. The research was carried out in a public institution, in a 4th grade class, with a total of 19 participants, 12 male and 7 female children and the head teacher. The data analysis made it possible to identify the assessment practices of the head teacher of the class, more specifically the use he made of the feedback provided to the students, to understand the importance of formative feedback in carrying out the tasks asked of the students in the classroom context for better acquisition of learning and to promote better communication in the classroom.
Description
Relatório da Prática de Ensino Supervisionada
realizado sob a orientação da Professora Doutora Vera Monteiro,
apresentado no Ispa - Instituto Universitário para
obtenção de grau de Mestre em Educação Pré-escolar e Ensino do 1º ciclo do Ensino Básico.
Keywords
1º ciclo do Ensino Básico Feedback Avaliação formativa Aprendizagem Primary school Feedback Formative assessment Learning