Impacto da implementação da estratégia Semantic Feature Analysis em turmas inclusivas
DOI:
https://doi.org/10.17979/reipe.2017.0.09.2386Keywords:
vocabulário, estratégias de ensino- aprendizagem, Semantic Feature Analysis (SFA), 1.º e 2.º ciclo do ensino básico.Abstract
Este estudo quasi-experimental teve por finalidade analisar o impacto da estratégia de ensino-aprendizagem Semantic Feature Analysis (versão Português Europeu) na promoção do vocabulário, junto de 120 alunos, com e sem NEE, do 1.º e 2.º ciclos do Ensino Básico, distribuídos por três grupos de ensino. Concluiu-se que a SFA é uma estratégia motivadora, flexível e de fácil aprendizagem, tendo sido mais eficaz que os outros métodos de ensino implementados, contribuído para a promoção da aprendizagem do vocabulário, aquisição de conceitos teóricos e compreensão de textos. A dimensão do efeito foi .87 no 1.º ciclo, e .88 no 2.º ciclo.
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