O questionamento enquanto estratégia de ensino, aprendizagem e avaliação nas aulas de iniciação musical

Abstract

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.

Date of Award	15 Jul 2014
Original language	Portuguese
Awarding Institution	Universidade Católica Portuguesa
Supervisor	Luísa Antónia de Vila Fernandes Orvalho (Supervisor)