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Advisor(s)
Abstract(s)
Este estudo teve como objetivo compreender as perceções de alunos do 3º ciclo de escolas privadas acerca dos aspetos que facilitam e dificultam a sua aprendizagem. O conhecimento das perceções dos alunos sobre a sua aprendizagem permite melhorar a qualidade dos processos de aprendizagem dos alunos. O estudo enquadra-se na metodologia qualitativa. Foram realizados, com um guião semiestruturado, cinco grupos de discussão focalizada, em cinco escolas diferentes, com 32 alunos de 7º, 8º e 9º anos. A seleção dos participantes foi aleatória e questões éticas foram ponderadas. A análise dos dados seguiu um processo semi-indutivo de codificação descritiva. Os resultados realçam o papel fundamental do professor para a aprendizagem; a importância da ação dos alunos na sala de aula versus passividade; a relevância da dimensão emocional e relacional para o envolvimento do aluno e das estratégias de autorregulação da aprendizagem. Como implicações sugere-se a concretização de ações junto de professores e alunos que sejam promotoras da metacognição de ambos e a importância de atender à construção de relação para o envolvimento dos alunos. Investigações futuras podem procurar compreender as perceções dos alunos ao longo dos diferentes ciclos de ensino.
This study aimed to understand the perceptions of students 3rd cycle of basic education about the aspects that facilitate and hinder their learning. The knowledge of students´ perceptions about their learning allows for improvement of learning processes. This study follows a qualitative methodology. Five focus groups were conducted, with a semi-structured script, in five different schools, with students from 7th, 8th and 9th grades. The selection of participants was random and ethical issues were considered. The data analysis followed a semi-inductive process and descriptive coding of data. The results highlighted the key role of teachers for learning; the importance of students´ action in the classroom versus passivity; the relevance of emotional and relational dimension to enhance students’ engagement, and learning self-regulation strategies. For practitioners, the results of this suggest working with teachers and students to address the conceptions of both learning and the importance of meeting relational and emotional dimensions to enhance student engagement. Future research may seek to understand student´s perceptions towards learning across schooling years.
This study aimed to understand the perceptions of students 3rd cycle of basic education about the aspects that facilitate and hinder their learning. The knowledge of students´ perceptions about their learning allows for improvement of learning processes. This study follows a qualitative methodology. Five focus groups were conducted, with a semi-structured script, in five different schools, with students from 7th, 8th and 9th grades. The selection of participants was random and ethical issues were considered. The data analysis followed a semi-inductive process and descriptive coding of data. The results highlighted the key role of teachers for learning; the importance of students´ action in the classroom versus passivity; the relevance of emotional and relational dimension to enhance students’ engagement, and learning self-regulation strategies. For practitioners, the results of this suggest working with teachers and students to address the conceptions of both learning and the importance of meeting relational and emotional dimensions to enhance student engagement. Future research may seek to understand student´s perceptions towards learning across schooling years.
Description
Keywords
Perceções de alunos Grupos de discussão focalizada Aprendizagem ativa Envolvimento do aluno Students' perceptions Focus group Active learning Student engagement