Autores
Orientador(es)
Resumo(s)
This intervention, based on the action-research model, sought to provide
meaningful learning based on a dynamic model that enabled the questioning of
reality and the integration of knowledge through the development of cooperative
learning practices, oriented towards the critical use of diverse sources of
information, and giving priority to activities that allow students to make choices,
confront points of view, solve problems and make decisions based on values. For
this, we chose to design a constructivist learning environment through the
implementation of a working protocol that served as the guiding thread of the
intervention. The improvement in academic results and the gains observed in the
satisfaction of students submitted to intervention suggest that the active teaching
methods, the dynamic learning and the cooperative practices are effective forms of
instruction with the potential to improve and provide meaningful learning. The
positive conclusion of this intervention is that this type of approach should be used
more in the teaching and learning of philosophy, so that this can contribute to
transfer knowledge and develop skills to other disciplines and to apply to new
situations.
Descrição
Palavras-chave
Philosophy teaching Constructivism Dynamic learning Cooperative practices
Contexto Educativo
Citação
Cruzeiro, M. (2017). Uma experiência de implementação de métodos de aprendizagem dinâmica e cooperativa no contexto da disciplina de filosofia. In J. Machado, C. Palmeirão, I. Cabral, I. Baptista, J. Azevedo, J. M. Alves, M. C. Roldão (orgs.), Educação, Territórios e Desenvolvimento Humano : Atas do II Seminário Internacional, Porto, Portugal, 20-21 de Julho de 2017. (pp. 333-352). Porto: Universidade Católica Portuguesa - Faculdade de Educação e Psicologia - Centro de Estudos em Desenvolvimento Humano
Editora
Universidade Católica Portuguesa - Faculdade de Educação e Psicologia - Centro de Estudos em Desenvolvimento Humano