Quality education is an indispensable element for the successful implementation of the 2030 Agenda for Sustainable Development, as it equips all children with the essential skills to promote sustainable development within the context of their lifestyles, in line with the fourth Sustainable Development Goal (SDG4). This will have to be an innovative education, not only in the contents and guidelines to be followed but also in the educational strategies and resources to be used. This article aims to present and describe the methodology used to develop the digital educational resource (DER) “Sustainability at Play,” a serious game intended for primary education and based on the concept of the ecological footprint. This DER was developed through educational design research (EDR) by a multidisciplinary team within a project to create Digital Educational Resources for Primary Education. The EDR approach was organized in four phases—Phase I—Problem Analysis, Phase II—Exploration of Possible Solutions, Phase III—Design, and Phase IV—Reflection—allowing for an iterative DER development process shared by different participants (researchers, illustrators, web designers, primary school teachers and students). As a result, this study enabled not only the development of an innovative DER to work on issues related to education for sustainability in primary school but also the understanding and validation of the suitability of the EDR methodology for the development of this type of educational resource.
Em 2015, iniciou-se a implementação do acompanhamento e da avaliação sistemática, por parte da Inspeção-Geral da Educação e Ciência (IGEC), das práticas dos professores no âmbito do Ensino Experimental das Ciências em Portugal, daí resultando vários relatórios. O presente estudo visa identificar essas práticas dos professores do 1.º Ciclo do Ensino Básico (CEB), através da análise de conteúdo desses documentos. Os resultados evidenciaram que pelo menos metade dos professores observados e inquiridos realizaram atividades práticas de ensino de Ciência, mas fazem-no com pouca frequência. Acresce ainda notar que as atividades realizadas de modo sistemático são implementadas de forma descontextualizada, sem o envolvimento ativo das crianças e pouco centradas na promoção de competências científicas. Constatou-se ainda que a avaliação das aprendizagens nestas atividades é pouco transparente, focada nos conhecimentos e que carece de uma monitorização das aprendizagens mais sistemática, suportada nos instrumentos de registo que contemplem também capacidades e atitudes e valores.
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