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Os Simuladores como Recurso Pedagógico no Ensino da Economia A no Ensino Secundário
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A presente investigação analisa a utilização de simuladores como recurso pedagógico no ensino da disciplina de Economia A, no ensino secundário. Partindo da premissa de que os jovens devem compreender conceitos económicos desde cedo, o estudo propõe a integração de tecnologias digitais para tornar a aprendizagem mais dinâmica e significativa. Foi desenvolvido um simulador em Excel, partilhado via Google Drive, permitindo aos alunos trabalhar de forma colaborativa e explorar conceitos como a Lei de Engel, salário real e nominal, rendimento nacional e rendimento per capita. A metodologia compreendeu a aplicação do simulador em três momentos distintos, com variação de rendimentos e introdução de inflação, possibilitando aos alunos analisar cenários e tomar decisões fundamentadas. Os resultados, demonstraram de forma clara, um impacto positivo inequívoco: a taxa de sucesso passou de 46% para 95,4% após a utilização do simulador, manteve-se elevada um ano depois, o que evidencia retenção do conhecimento. Conclui-se, assim, que os simuladores promovem a aprendizagem ativa, a motivação e o desenvolvimento de competências críticas, constituindo uma ferramenta eficaz para aproximar a teoria da prática e preparar os alunos para desafios reais. Embora se tenham identificado algumas barreiras por parte dos docentes, os benefícios superam as dificuldades, reforçando a pertinência desta abordagem no contexto educativo atual.
This study examines the use of simulators as a pedagogical resource in the teaching of Economics A at secondary school level. Based on the premise that young people should develop an understanding of economic concepts from an early age, the study proposes the integration of digital technologies to make learning more dynamic and meaningful. A simulator was developed in Excel and shared via Google Drive, enabling students to work collaboratively and explore concepts such as Engel's Law, real and nominal wages, national income, and income per capita. The methodology involved the application of the simulator at three distinct moments, with variations in income levels and the introduction of inflation, allowing students to analyse scenarios and make informed decisions. The results demonstrated an unequivocal positive impact: the success rate rose from 46% to 95.4% following the use of the simulator and remained high one year later, providing evidence of knowledge retention. It is concluded that simulators promote active learning, motivation, and the development of critical competencies, constituting an effective tool for bridging theory and practice and preparing students for real-world challenges. Although some barriers were identified on the part of teachers, the benefits outweigh the difficulties, reinforcing the relevance of this approach in the current educational context
This study examines the use of simulators as a pedagogical resource in the teaching of Economics A at secondary school level. Based on the premise that young people should develop an understanding of economic concepts from an early age, the study proposes the integration of digital technologies to make learning more dynamic and meaningful. A simulator was developed in Excel and shared via Google Drive, enabling students to work collaboratively and explore concepts such as Engel's Law, real and nominal wages, national income, and income per capita. The methodology involved the application of the simulator at three distinct moments, with variations in income levels and the introduction of inflation, allowing students to analyse scenarios and make informed decisions. The results demonstrated an unequivocal positive impact: the success rate rose from 46% to 95.4% following the use of the simulator and remained high one year later, providing evidence of knowledge retention. It is concluded that simulators promote active learning, motivation, and the development of critical competencies, constituting an effective tool for bridging theory and practice and preparing students for real-world challenges. Although some barriers were identified on the part of teachers, the benefits outweigh the difficulties, reinforcing the relevance of this approach in the current educational context
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Palavras-chave
Economia Simuladores Recurso pedagógico Aprendizagem ativa TIC Economy Simulators Pedagogical resource Active learning ICTT Tecnologia da Informação e Comunicação