A instrução diferenciada melhora o interesse, o envolvimento cognitivo e o desempenho em Química
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https://doi.org/10.17979/reipe.2026.13.1.12485Resumo
É sabido que a instrução diferenciada (ID) melhora os resultados de aprendizagem dos/as alunos/as. No entanto, são escassos os estudos que analisaram os efeitos simultâneos da instrução diferenciada sobre o interesse, o envolvimento cognitivo e o desempenho em Química, especialmente em função dos diferentes níveis de desempenho. Por isso, este estudo investigou os efeitos da ID sobre o interesse, o envolvimento cognitivo e o desempenho de alunos com alto e baixo desempenho em Química. Guiado por duas questões de investigação e suas hipóteses correspondentes, o estudo empregou um desenho quase-experimental de pré-teste-pós-teste com um grupo de controlo não equivalente composto por 124 estudantes de Química do ensino secundário. Foram validados e utilizados para a recolha de dados a Escala de Interesse pela Química (CIS), a Escala de Envolvimento Cognitivo em Química (CCES) e o Teste de Desempenho em Química (CAT). Para a análise dos dados, foram utilizados a ANCOVA de Quade e a média ajustada. Os resultados mostraram que a ID foi significativamente mais eficaz do que o método de aula expositiva para aumentar o interesse, o compromisso cognitivo e o desempenho dos alunos. Além disso, observou-se que a ID beneficia igualmente alunos de alto e baixo desempenho. Por conseguinte, recomenda-se a adoção da ID nas aulas de Química do ensino secundário para apoiar eficazmente uma população estudantil diversificada e melhorar os resultados-chave da aprendizagem em todos os níveis de desempenho.
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