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A importância das atividades laboratoriais das ciências físico-químicas no desenvolvimento dos alunos com dificuldades de aprendizagem: estudo de caso
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Abstract(s)
O interesse desta investigação, emergiu pelo facto de serem escassos, em Portugal, estudos das ciências e a sua prática experimental, nomeadamente das Ciências Físico-Químicas (CFQ), direcionados a alunos com Necessidades Educativas Especiais (NEE), em particular, a alunos com Dificuldades de Aprendizagem (DA) que comumente são expostos no ambiente escolar.
O presente estudo tem, como objetivos indagar se as Atividades Laboratoriais (AL) desenvolvidas nas aulas de CFQ serão promotoras da aprendizagem, da participação e da inclusão, bem como, se as AL em grupo, serão uma estratégia promotora da inclusão destes alunos com DA.
A metodologia adotada, de cariz qualitativo, baseada num estudo de caso, utilizou a grelha de observação (aprendizagem e inclusão nas AL em grupo) e o teste sociométrico (inclusão e participação nas AL), como instrumentos de investigação.
Participaram neste estudo, quatro alunos com DA de uma turma do 8.º ano do 3.º Ciclo do Ensino Básico (CEB), de uma escola situada na cidade de Viana do Castelo.
Constatou-se, perante os resultados, que as AL foram promotoras da aprendizagem dos alunos com DA, no sentido em que todas as classificações aumentaram para níveis positivos ou acima destes. A mesma ilação foi corroborada pela investigadora, na correção das fichas formativas dos alunos de cada AL executada.
Relativamente à inclusão, com a implementação das AL no contexto sala de aula das CFQ, quer individualmente, quer em grupo, denotou-se progressão, contudo, de uma forma bastante despretensiosa. Os resultados podem ter como base de explicação, a prática pouco frequente das AL, nestes dois contextos, apesar dos esforços procedentes do MEC que constam nas Orientações Curriculares (OC) e nas Metas Curriculares (MC) no sentido da sua elevada importância. A implementação das AL foram também promotoras e facilitadoras da participação dos alunos com DA. Esta foi considerada ativa, devendo-se em parte, ao papel primordial que a professora titular de turma manifestou neste sentido.
The interest of this investigation arose due to the scarcity, in Portugal, of the study of science and practical experiments, namely Physics and Chemistry, targeted towards Special Needs children, especially with learning disorders who are commonly exposed in a school environment. The present study has, as goals, to inquire if the Laboratory Activities that take place in the Physics and Chemistry classrooms promote learning, participation and inclusion, as well as, if the Laboratory Activities in group, promote strategies of the inclusion of students with learning disorders. The chosen methodology, of a qualitative nature, based on a case study, used an observation grid (learning and inclusion in the laboratory activities in groups) and the sociometric test (inclusion and participation in laboratory activities), as instruments of investigation. This study had the participation of four students with learning disorders from a grade 8 class from the 3rd Cycle of Basic Education, from a school situated in the city of Viana do Castelo. It was found that, according to the results, the laboratory activities promoted learning in the students with learning disorders, in that all the classifications increased to positive levels or above. The same illation was corroborated by the investigator, with the correction of the formative tests of the students of each laboratory activity done. Regarding inclusion, with the implementation of the laboratory activities in a Physics and Chemistry classroom context, be it individual or in group, progression can be seen, although, in an unpretentious form. The results can have as an explanation, the less frequent practice of laboratory activities, in these two contexts, despite efforts of MEC (Ministry of Education and Science) that are in the Curriculum guidelines and in the Curriculum Goals expressing its great importance. The implementation of Laboratory Activities were also promotors and facilitators of the students with learning disorders. This was considered active, due in part, to the crucial role that the teacher manifested in this sense.
The interest of this investigation arose due to the scarcity, in Portugal, of the study of science and practical experiments, namely Physics and Chemistry, targeted towards Special Needs children, especially with learning disorders who are commonly exposed in a school environment. The present study has, as goals, to inquire if the Laboratory Activities that take place in the Physics and Chemistry classrooms promote learning, participation and inclusion, as well as, if the Laboratory Activities in group, promote strategies of the inclusion of students with learning disorders. The chosen methodology, of a qualitative nature, based on a case study, used an observation grid (learning and inclusion in the laboratory activities in groups) and the sociometric test (inclusion and participation in laboratory activities), as instruments of investigation. This study had the participation of four students with learning disorders from a grade 8 class from the 3rd Cycle of Basic Education, from a school situated in the city of Viana do Castelo. It was found that, according to the results, the laboratory activities promoted learning in the students with learning disorders, in that all the classifications increased to positive levels or above. The same illation was corroborated by the investigator, with the correction of the formative tests of the students of each laboratory activity done. Regarding inclusion, with the implementation of the laboratory activities in a Physics and Chemistry classroom context, be it individual or in group, progression can be seen, although, in an unpretentious form. The results can have as an explanation, the less frequent practice of laboratory activities, in these two contexts, despite efforts of MEC (Ministry of Education and Science) that are in the Curriculum guidelines and in the Curriculum Goals expressing its great importance. The implementation of Laboratory Activities were also promotors and facilitators of the students with learning disorders. This was considered active, due in part, to the crucial role that the teacher manifested in this sense.
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Keywords
Atividades laboratoriais Ciências Dificuldades de aprendizagem Inclusão Participação Laboratory activities Sciences Difficulties of learning Inclusion Participate