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Advisor(s)
Abstract(s)
O presente relatório foi elaborado como parte integrante da Unidade Curricular da
Prática de Ensino Supervisionada do Mestrado em Ensino da Informática da Universidade
Católica Portuguesa, em Braga.
Nele pretendemos debruçar-nos sobre o percurso formativo por nós seguido, descrever
e analisar a prática docente em contexto de estágio profissional, apresentar a nossa reflexão
sobre as experiências de ensino realizadas no âmbito do mestrado e a investigação sobre um
tema relevante para a prática profissional.
Realizámos um estudo de caso com a participação de 54 alunos do 7.º ano do Ensino
Básico no âmbito da disciplina de TIC, numa escola situada em Braga. Estes tinham como
missão construir as suas próprias narrativas digitais com recurso a uma das ferramentas Web
2.0 (GoAnimate, Movie Maker e PowToon). Com este estudo pretendíamos perceber as
potencialidades das narrativas digitais no ensino e de que forma estas poderiam servir de
suporte à aprendizagem em conteúdos relacionados com as TIC.
Depois de uma revisão teórica sustentada em múltiplos autores, procedemos à
construção de um instrumento de recolha de dados apropriado à nossa pergunta de partida.
A fase de recolha de dados foi levada a cabo através de dois inquéritos por
questionário, uma grelha de observação e análise documental, no sentido de apurar em que
medida a criação de histórias digitais pode potenciar aprendizagens significativas na
disciplina de TIC.
A análise dos resultados do estudo foi conclusiva e permitiu atentar para diferentes
aspetos. Para além de demonstrar que 75,9% dos alunos considerou que a criação de histórias
digitais facilitou a aprendizagem dos conteúdos de TIC, revelou que quando utilizada como
método de ensino potencia aprendizagens significativas e desenvolve competências gerais e
transversais, promovendo o trabalho autónomo e responsável. Constatámos ainda que 85,1%
dos alunos considerou a atividade de criação de histórias digitais muito desafiante/desafiante.
Esta atividade encoraja os alunos a aprender de forma ativa, colaborativa e significativa,
despertando consideravelmente o interesse e promovendo o empenho para a aprendizagem.
This report was prepared as part of the course of Supervised Teaching Practice of the Masters in Informatics at Universidade Católica Portuguesa de Braga. In it we intend to dwell on the training path that we have followed and to introduce our reflection on teaching experiences carried out under the Master's and research on a relevant topic for professional practice. We conducted a case study with the participation of 54 students of the 7. grade of basic education within the discipline of ICT in a school located in Braga. They had a mission to build their own digital storytelling using one of the following web 2.0 tools (GoAnimate, Movie Maker and PowToon). With this study we intended to realize the potential of digital storytelling in education and how these could serve to support the learning content related to ICT. After a sustained theoretical review based on multiple authors, we proceeded to build a tool data collecting appropriate to our starting question. The phase of data collection was carried out through two questionnaire surveys, observation grid and document analysis, in order to ascertain to what extent the creation of digital stories can foster meaningful learning in ICT subject. The results of the study was conclusive and allowed to pay attention to different aspects. In addition to demonstrate that 75.9% of students felt that the creation of digital stories have facilitated the ICT contents learning, revealed that when used as a method of teaching enhances learning and develops significant general and soft skills, promoting selfemployment and responsible. We also found that 85,1% of the students felt the activity of creating digital stories very defiant/defiant. This activity encourages students to learn in an active, collaborative and meaningful way, considerably raising the interest and commitment to promoting learning.
This report was prepared as part of the course of Supervised Teaching Practice of the Masters in Informatics at Universidade Católica Portuguesa de Braga. In it we intend to dwell on the training path that we have followed and to introduce our reflection on teaching experiences carried out under the Master's and research on a relevant topic for professional practice. We conducted a case study with the participation of 54 students of the 7. grade of basic education within the discipline of ICT in a school located in Braga. They had a mission to build their own digital storytelling using one of the following web 2.0 tools (GoAnimate, Movie Maker and PowToon). With this study we intended to realize the potential of digital storytelling in education and how these could serve to support the learning content related to ICT. After a sustained theoretical review based on multiple authors, we proceeded to build a tool data collecting appropriate to our starting question. The phase of data collection was carried out through two questionnaire surveys, observation grid and document analysis, in order to ascertain to what extent the creation of digital stories can foster meaningful learning in ICT subject. The results of the study was conclusive and allowed to pay attention to different aspects. In addition to demonstrate that 75.9% of students felt that the creation of digital stories have facilitated the ICT contents learning, revealed that when used as a method of teaching enhances learning and develops significant general and soft skills, promoting selfemployment and responsible. We also found that 85,1% of the students felt the activity of creating digital stories very defiant/defiant. This activity encourages students to learn in an active, collaborative and meaningful way, considerably raising the interest and commitment to promoting learning.
Description
Keywords
Narrativa digital Aprendizagem Tecnologias da Informação e Comunicação Digital Narrative Learning Information Technologies and Communications