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O contributo dos mapas mentais e da criatividade no processo de aprendizagem da criança
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Abstract(s)
O presente relatório de estágio organiza-se como uma descrição do trabalho desenvolvido ao longo das Práticas de Ensino Supervisionadas em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico, no âmbito do Mestrado em Educação Pré-Escolar e Ensino do 1º CEB.
Ao longo do desenvolvimento das práticas de ensino supervisionadas, foi realizada uma investigação de caráter qualitativo, tendo por base a investigação-ação que teve como objetivo analisar o contributo dos mapas mentais na organização do pensamento em crianças a frequentar a Educação Pré-Escolar e o 1º Ciclo do Ensino Básico. Pretendemos, pois, compreender se através da construção dos seus próprios mapas mentais a criança terá maior sucesso no processo de aprendizagem, possibilitando-lhe uma melhor compreensão e memorização dos conceitos e uma organização mais adequada das ideias e conteúdos.
Considerando que para a construção dos mapas mentais podem ser utilizadas técnicas e materiais diversificados, fazendo todos eles apelo à concretização pictórica de ideias, utilizando símbolos, palavras, desenhos, recortes, etc., pareceu-nos importante analisar, em paralelo, uma outra problemática: “Será que as técnicas e materiais diversificados que a criança pode utilizar na construção de mapas mentais podem promover a criatividade na criança?”.
Esta investigação foi implementada nos dois ciclos de educação em que decorreram as Práticas de Ensino Supervisionadas, mais especificamente, durante a PES na Educação Pré-Escolar, com crianças de idades compreendidas entre os 3 e os 4 anos e na PES no 1º CEB com uma turma de alunos do 2º ano de escolaridade. A aplicação de um estudo em dois ciclos de ensino possibilitou-nos a realização de uma análise transversal com dois grupos diferentes em diferentes situações.
No que respeita às técnicas e instrumentos de recolha de dados utilizados ao longo da investigação salientam-se: entrevistas semiestruturadas realizadas à educadora cooperante e à professora cooperante; notas de campo; registos gráficos produzidos pelas crianças, nomeadamente os mapas mentais; Torrance Tests of Creative Thinking (TTCT).
Dos resultados analisados é importante referir a articulação entre os mapas mentais e a criatividade, sendo uma dinâmica que contribuiu para a organização do pensamento, enriquecendo o processo de aprendizagem de cada um, devendo a sua utilização organizar-se como uma estratégia cada vez mais presente no currículo educativo.
This internship report is organized as a description of the work developed during the Supervised Teaching Practice in Pre-school Education and Teaching of the 1st Cycle of Basic Education within the Master in Preschool Education and Teaching of the 1st CEB. Throughout the development of supervised teaching practices, a qualitative research was carried out, based on the action-research that aimed to analyse the contribution of mental maps in the organization of thought in children attending pre-school education and 1st cycle of basic education. We intend, therefore, to understand whether by building their own mental maps the child will have greater success in the learning process, allowing you a better understanding and memorization of concepts and a more appropriate organization of ideas and content. Whereas for the construction of mental maps can be used techniques and diverse materials, making them all appeal to the pictorial realization of ideas, using symbols, words, drawings, clippings, etc., it seemed important to consider, in parallel, another problem : "Will the diverse techniques and materials that children can use to build mind maps can promote creativity in children?". This research was implemented in two teaching cycles that took place the Supervised Teaching Practices, more specifically, during the PES in pre-school education, with children aged between 3 and 4 years and in the PES in the 1st CEB with a class of students of the 2nd grade. The application of a study in two instruction cycles allowed us to conduct a cross-sectional analysis with two different groups in different situations. Regarding the techniques and tools for collecting data used during the investigation should be highlighted: semi-structured interviews to cooperative teacher and cooperating teacher; field notes; graphic records produced by children, including the mental maps; Torrance Tests of Creative Thinking (TTCT). From the analysed results is important to note the relationship between the mind maps and creativity, being a dynamic that contributed to the organization of thought, enriching the learning process of each, should their use be organized as an increasingly present strategy in the educational curriculum.
This internship report is organized as a description of the work developed during the Supervised Teaching Practice in Pre-school Education and Teaching of the 1st Cycle of Basic Education within the Master in Preschool Education and Teaching of the 1st CEB. Throughout the development of supervised teaching practices, a qualitative research was carried out, based on the action-research that aimed to analyse the contribution of mental maps in the organization of thought in children attending pre-school education and 1st cycle of basic education. We intend, therefore, to understand whether by building their own mental maps the child will have greater success in the learning process, allowing you a better understanding and memorization of concepts and a more appropriate organization of ideas and content. Whereas for the construction of mental maps can be used techniques and diverse materials, making them all appeal to the pictorial realization of ideas, using symbols, words, drawings, clippings, etc., it seemed important to consider, in parallel, another problem : "Will the diverse techniques and materials that children can use to build mind maps can promote creativity in children?". This research was implemented in two teaching cycles that took place the Supervised Teaching Practices, more specifically, during the PES in pre-school education, with children aged between 3 and 4 years and in the PES in the 1st CEB with a class of students of the 2nd grade. The application of a study in two instruction cycles allowed us to conduct a cross-sectional analysis with two different groups in different situations. Regarding the techniques and tools for collecting data used during the investigation should be highlighted: semi-structured interviews to cooperative teacher and cooperating teacher; field notes; graphic records produced by children, including the mental maps; Torrance Tests of Creative Thinking (TTCT). From the analysed results is important to note the relationship between the mind maps and creativity, being a dynamic that contributed to the organization of thought, enriching the learning process of each, should their use be organized as an increasingly present strategy in the educational curriculum.
Description
Relatório de Estágio apresentado à Escola Superior de Educação do Instituto Politécnico de Castelo Branco para cumprimento dos requisitos necessários à obtenção do grau de Mestre em Educação Pré-Escolar e Ensino do 1º Ciclo do Ensino Básico.
Keywords
Mapas mentais Criatividade Processo de aprendizagem Prática de ensino supervisionada Mind maps Creativity Learning process Supervised teaching practice