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Advisor(s)
Abstract(s)
A origem de uma relação débil entre os alunos e as suas aprendizagens tem sido apontada, por vários autores, como resultado de uma parca ou inexistente cultura de questionamento efetiva na sala de aula. Recuperando os discursos que apontam para o valor das questões enquanto estratégia de ensino, de aprendizagem e de avaliação, o presente estudo toma como seu objeto o questionamento no ensino da música.
O trabalho, de natureza qualitativa e assente numa estratégia metodológica de Investigação-Ação, examina, em particular, as repercussões da aplicação de estratégias criadas com base na ideia de questionamento, no desenvolvimento do pensamento musical e das aprendizagens dos alunos em Iniciação Musical (1º ciclo do ensino básico). A pesquisa foi realizada na Escola Básica de Delães, tendo como participantes uma turma do quarto ano de escolaridade, constituída por 19 alunos.
Como técnicas e instrumentos de recolha de dados utilizaram-se o inquérito por questionário, a videogravação de aulas, a observação participante e a auto-observação, a realização de trabalhos reflexivos escritos pelos alunos, a construção de mapas concetuais e a recolha de perguntas escritas. Todos os registos recolhidos foram tratados mediante a análise de conteúdo.
Os resultados obtidos indicaram que as práticas pedagógicas promovidas melhoraram os níveis de compreensão, de autorregulação e de envolvimento dos alunos na sua vivência de experiências musicais.
A poor or inexistent culture of questioning has been pointed out as a cause of impaired learning. The present work aims to study the role of questioning in the teaching of music by exploring the role of questioning as a strategy for teaching, learning and evaluation. The developed work, of qualitative nature and based on an action research methodology approach, focus mainly on the impact that developed strategies have on the development of musical thinking processes and learning processes of music elementary grade students. The research took place in Delães elementary school and involved a class of nineteen fourth grade students. Data collection methods included surveys, video recording of classes, participatory observation, self-observation and execution by the students of written reports of reflective nature and concept maps, along with collection of written questions. All collected data was studied using content analysis method. The results show how this pedagogical tool helps improving the levels of understanding, self-regulation and student engagement in music classes.
A poor or inexistent culture of questioning has been pointed out as a cause of impaired learning. The present work aims to study the role of questioning in the teaching of music by exploring the role of questioning as a strategy for teaching, learning and evaluation. The developed work, of qualitative nature and based on an action research methodology approach, focus mainly on the impact that developed strategies have on the development of musical thinking processes and learning processes of music elementary grade students. The research took place in Delães elementary school and involved a class of nineteen fourth grade students. Data collection methods included surveys, video recording of classes, participatory observation, self-observation and execution by the students of written reports of reflective nature and concept maps, along with collection of written questions. All collected data was studied using content analysis method. The results show how this pedagogical tool helps improving the levels of understanding, self-regulation and student engagement in music classes.