Quem beneficia das tarefas de modelação combinadas com experiências? Efeitos das características afetivas dos alunos e das situações de aprendizagem no interesse situacional e no sentimento de competência
DOI:
https://doi.org/10.48489/quadrante.31452Palavras-chave:
modelação, experiências, interesse, sentimento de competência, afeto, função exponencialResumo
A modelação é uma competência matemática fundamental. No entanto, investigações anteriores encontraram resultados inconsistentes relativamente à motivação dos alunos para a modelação. Uma abordagem frequentemente discutida para promover a motivação dos alunos é combinar tarefas de modelação com experiências científicas. Nesta contribuição, analisamos quais os alunos que beneficiam de tais tarefas - no sentido de estados afetivos benéficos como o interesse situacional e sentimentos de competência - tendo em conta diferentes situações de aprendizagem relacionadas com tarefas de modelação com e sem experimentação, bem como as características afetivas dos alunos, como o interesse individual e o autoconceito matemático. Os nossos resultados indicam que os estados afetivos dos alunos dependem tanto da situação de aprendizagem específica como das suas características afetivas. Em particular, no caso do interesse situacional, existe uma interação entre a situação de aprendizagem e o interesse individual: os alunos com baixo interesse individual pela matemática relatam maior interesse situacional na realização de experiências, mas não na modelação dos seus dados experimentais, enquanto os alunos com elevado interesse individual estão mais interessados na modelação sem experiências. Discutimos as implicações teóricas e práticas destes resultados.
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