The use of Mediated Learning Experience for developing context and observation skills in scientific education

Article Sidebar

PDF (Português (Brasil))
Published: Jun 3, 2024
DOI: https://doi.org/10.5212/OlharProfr.v.27.22136.019
Keywords:
Feuerstein, Science Education, Cognitive Operations

Main Article Content

Renan Santos Miranda
State University of Maringá - UEM
https://orcid.org/0009-0007-1186-6159
Dr. Álvaro Lorencini Júnior
State University of Londrina
https://orcid.org/0000-0001-9365-2312

Abstract

This article aimed to analyze the use of Mediated Learning Experience, according to Feuerstein (1990), for the development of two fundamental competencies in scientific education: context and observation, in two classes of the sixth grade in a public state school in Londrina-PR in 2023. The qualitative paradigm was employed in the investigative process. It is important to highlight that this work is a segment of a set of pedagogical sequences designed for the development of the first author's thesis. Thus, the didactic sequence was implemented with 47 students, and their productions were subsequently systematized and analyzed following Yin's (2016) guidelines. The results obtained for the students' basic competencies were as follows: context 91.48% and observation 80.84%. These results indicate that Mediated Learning Experience was significant for the development of these fundamental cognitive abilities within the theoretical and empirical limits of this study.

Metrics

Metrics Loading ...

Article Details

How to Cite
MIRANDA, R. S.; LORENCINI JÚNIOR, Álvaro . The use of Mediated Learning Experience for developing context and observation skills in scientific education. Olhar de Professor, [S. l.], v. 27, p. 1–24, 2024. DOI: 10.5212/OlharProfr.v.27.22136.019. Disponível em: https://revistas.uepg.br/index.php/olhardeprofessor/article/view/22136. Acesso em: 22 jul. 2024.
Issue
Vol. 27 (2024): Continuous Publication
Section
Artigos em fluxo contínuo
Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish in this journal agree with the following terms:

a) Authors keep the copyrights and concede the right of its first publication to the magazine. The work piece must be simultaneously licensed on the Creative Commons Attribution License which allows the paper sharing, and preserves both the author identity and the right of first publication to this magazine.

b) Authors are authorized to assume additional contracts separately, to not-exclusively distribution of the paper version published in this magazine (e.g.: publish in institutional repository or as a book chapter), with the author identity recognition and its first publication in this magazine.

c) Authors are permitted and stimulated to publish and distribute their papers online (e.g.: in institutional repository or on their personal webpage), considering it can generate productive alterations, as well as increase the impact and the quotations of the published paper.

d) This journal provides public access to all its content, as this allows a greater visibility and reach of published articles and reviews. For more information on this approach, visit the Public Knowledge Project, a project that developed this system to improve the academic and public quality of the research, distributing OJS as well as other software to support the publication system of public access to academic sources.

e) The names and e-mail addresses on this site will be used exclusively for the purposes of the journal and are not available for other purposes.

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

 

Author Biographies

Renan Santos Miranda, State University of Maringá - UEM

I am an education enthusiast and currently pursuing a Ph.D. in Science Education at the State University of Maringá (UEM). I hold a Master's degree in Science Teaching from the State University of Londrina (UEL) and I graduated with a Bachelor's degree in Biological Sciences, both from UEL as well.

In addition to my academic studies, I have a strong experience as a temporary teacher at the State Department of Paraná (SEED). During this period, I have developed skills in active teaching and learning methodologies, aiming to provide students with a more active and engaged participation in the educational process.

My passion lies in facilitating the learning experience of basic education students, aiming to spark their interest in science and provide them with tools to comprehend the world around them. I believe in the importance of a dynamic and interactive approach, utilizing innovative strategies that encourage active participation and knowledge construction.

I am committed to contributing to the advancement of education and promoting the holistic development of students, preparing them for the challenges of the future. My academic journey and practical experience qualify me to act as a dedicated and passionate educator in the field of science teaching.

Dr. Álvaro Lorencini Júnior, State University of Londrina

Bachelor's and Master's degrees in Biological Sciences from the Faculty of Education and Institute of Biosciences at the University of São Paulo (USP - São Paulo). Master's and Ph.D. degrees in Education, specializing in Didactics, from the Faculty of Education at USP (FEUSP). Professor in the Department of General Biology at the Center for Biological Sciences of the State University of Londrina (UEL/PR), teaching the subject: Didactics of Natural Sciences. Professor and Supervisor in the Graduate Program: Master's and Ph.D. in Science Education and Mathematics Education at UEL, and in the Graduate Program: Master's and Ph.D. in Science and Mathematics Education at the State University of Maringá (UEM/PR). Coordinator of GETEPEC (registered and certified by CNPq) - Study and Research Group: Trends and Perspectives in Science Teaching - which aims to investigate theoretical and methodological frameworks that meet the objectives and research questions from the perspective of reflective, investigative, and critical practice in the initial and continuing education of science teachers; research interactive process trends and their implications for meaning-making in the classroom; investigate teaching processes for learning scientific concepts and educational trends for values construction in the context of environmental education and sexuality education. Research and Extension Projects in the areas of Initial and Continuing Education of Science Teachers, Teaching and Learning of Sciences, Interactive Processes in the Classroom, Environmental Education, and Sexuality Education

Crossref
Scopus
Google Scholar
Europe PMC

References

ALMEIDA, W. N. C; MALHEIRO, J. M. da. S. A aprendizagem mediada de Reuven Feuerstein: uma revisão teórico-conceitual dos critérios de mediação. Revista Cocar, [S. l.], v. 14, n. 30, 2020. Disponível em: <https://periodicos.uepa.br/index.php/cocar/article/view/3073>. Acesso em: 5 mar.2023.

BRANDÃO, J. Plano de aula inovadora. Educaethos, 2020.

BRASIL, Ministério da educação. Base nacional Comum Curricular, 2018. Disponível em< http://basenacionalcomum.mec.gov.br/>. Acesso em: 5 mar.2023.

BRASIL, Ministério da Educação. Parâmetros Curriculares Nacionais para o Ensino Fundamental. Brasília, MEC/SEF. 1997. Disponível em: <http://portal.mec.gov.br/seb/arquivos/pdf/livro01.pdf>. Acesso em:5 mar.2023.

CACHAPUZ, A. Educação em Ciências: Contributos para a Mudança. Vitruvian Cogitationes. Maringá, v. 3, n. 2, p. 64-80, 2022. doi.org/10.4025/rvc.v3i2.65705. Acesso em: 5 mar.2023.

DELIZOICOV, D; ANGOTTI, J. A; PERNABUCO, M. M. Ensino de Ciências: fundamentos e métodos. São Paulo: Cortez, 2002.

DUGHI, T; ROXANA, I. A. N. C. Students’self-efficacy and feurstein instrumental enrichment. Journal Plus Education, v. 30, n. 1, p. 53-66, 2022. Disponível em:< https://uav.ro/jour/index.php/jpe/article/view/1713>. Acesso em: 5 abr.2023.

ELIWA, M. M; ALSHOUKARY, Abd-Ullah. Modeling Causal Relationships between Academic Adjustment, Academic Striving and Future Expectations on Psychological Resilience and Cognitive Modifiability among Elementary School Students. مجلة کلية التربية, v. 19, n. 116, p. 655-693, 2022. Disponível:< https://www.researchgate.net/publication/366214435_Modeling_Causal_Relationships_between_Academic_Adjustment_Academic_Striving_and_Future_Expectations_on_Psychological_Resilience_and_Cognitive_Modifiability_among_Elementary_School_Students>. Acesso em: 5 abr.2023.

ESCUDERO, E. C. L; HOYOS, L. L. L. Teoría de la modificabilidad cognitiva de Feuerstein, R.(1983) y su aplicación en el contexto escolar. Brazilian Journal of Development, v. 9, n. 05, p. 17565-17582, 2023. doi: https://doi.org/10.34117/bjdv9n5-206. Acesso em: 10 abr.2023.

FEUERSTEIN, R., et. al. Learning to learn: Mediated learning experiences and instrumental enrichment. Special Services in the Schools, v. 3, n. 1-2, p. 49-82, 1985. Disponível em: Acesso em: 10 abr.2023.

FEUERSTEIN, R. The theory of structural cognitive modifiability. In: PRESSEISEN, B. (Ed.). Learning and Thinking Styles: Classroom Interaction. Washington, DC: National Education Association, 1990.

FEUERSTEIN, R.; FEUERSTEIN, R. S.; FALIK, L. H. Além da inteligência: Aprendizagem mediada e a capacidade de mudança do cérebro. Petrópolis-RJ: Editora Vozes, 2014.

FEUERSTEIN, R.; FALIK, L. H. Learning to think, thinking to learn: A comparative analysis of three approaches to instruction. Journal of Cognitive Education and Psychology, v. 9, n. 1, p. 4-20, 2010. DOI:10.1891/1945-8959.9.1.4. Acesso em: 10 abr.2023.

FEUERSTEIN, R; LEWIN-BENHAM, A. Como se se dá a aprendizagem: aprendizagem mediada no Ensino fundamental I teoria e prática. Petrópolis: Vozes, 2021. p.19-307.

GOMES, C. M. A. Feuerstein e a construção mediada do conhecimento. Porto Alegre: Artmed, 2002.

INEP. Relatório técnico do Sistema Nacional de Avaliação Básica- SAEB, 2019. Brasilia: INEP/ ministério da Educação, 2021.

KOBARG, A. P. R.; KUHNEN, A. V.; VIEIRA, M. L. Importância de caracterizar contextos de pesquisa: diálogos com a Psicologia Ambiental. Journal of Human Growth and Development, v. 18, n. 1, p. 87-92, 2008. Disponível em: <http://pepsic.bvsalud.org/scielo.php?script=sci_arttext&pid=S0104-12822008000100011&lng=pt&nrm=iso>. Acesso em: 5 abr.2023.

LEBEER, J Significance of the Feuerstein approach in neurocognitive rehabilitation. NeuroRehabilitation, v. 39, n. 1, p. 19-35, 2016. doi: 10.3233/NRE-161335. Acesso em: 5 mar.2023.

MATTHEWS, M. S. História, filosofia e ensino de ciências: a tendência atual de reaproximação. Caderno Brasileiro de Ensino de Física, v. 12, n. 3, p. 164-214, 1995. Disponível em:< https://periodicos.ufsc.br/index.php/fisica/article/view/7084>. Acesso em: 5 abr.2023.

MEIER, M; GARCIA, S. Mediação da aprendizagem: contribuições de Feuerstein e de Vygostsky. Curitiba: 4ª edição, 2007.

MOHAMMED, E. M. M. The Effectiveness of Instrumental Enrichment on Developing Primary Language School Pupils’ Reasoning Skills and Achievement in Science. مجلة کلية التربي v. 119, n. 4, p. 79-104, 2022.Disponível em:< https://maed.journals.ekb.eg/article_288891_509e166eb1f46c3a4bdc8d478f6fb0ce.pdf>.Acesso em: 5 abr.2023.

NARVÁEZ, J. H.; DE LA CRUZ, O. N. M. Teoría de la Modificabilidad Estructural Cognitiva, fundamentos y aplicabilidad en América Latina y el Caribe: revisión sistemática de literatura científica. Latinoamericana de Estudios Educativos, v. 18, n. 1, p. 29-51, 2022. doi: 10.17151/rlee.2022.18.1.3 Acesso em: 5 mar.2023.

PRAIA, J. F.; CACHAPUZ, A. F. C.; GIL-PÉREZ, D. Problema, teoria e observação em ciência: para uma reorientação epistemológica da educação em ciência. Ciência & Educação, v. 8, n. 01, p. 127-145, 2002. doi.org/10.1590/S1516-73132002000100010. Acesso em: 5 mar.2023.

SHEPARD, L.; et. al. Avaliações. In: HANNOND-DARLING, L.; BRANSFORD, J. Preparando professores para um mundo em transformação. Porto Alegre: Penso, 2019.

SILVEIRA, D. T.; CÓRDOVA, F. P. A pesquisa científica: Métodos de pesquisa. Porto Alegre: Editora da UFRGS, 2009, p. 33-44.

TZURIEL, D.; SHOMRON, V. The effects of mother‐child mediated learning strategies on psychological resilience and cognitive modifiability of boys with learning disability. British journal of educational psychology, v. 88, n. 2, p. 236-260, 2018. doi: 10.1111/bjep.12219 Acesso em: 10 abr.2023.

VOLPATO, L. G. Ciência: da filosofia à publicaçäo. In: VOLPATO, L. G. O Início. São Paulo: Cultura Acadêmica, 2013. V. 1, p. 96-97.

WIGGINS, G.; McTIGHE, J. Planejamento para a compreensão: alinhando currículo, avaliação e ensino por meio da prática do planejamento reverso. Trad. Sandra Maria M. da Rosa. Rev. Téc. Bárbara B. Born e Andréa S. Boccia. Porto Alegre: Penso, 2019.

YIN, R. K. Analisando dados qualitativos I: compilando, decompondo e recompondo. In: YIN, R. K. Pesquisa qualitativa do início ao fim. Porto Alegre: Penso, 2016, p.156- 182.