Programa de Pós-Graduação em Educação - PPGE/UNICAMP
URI Permanente desta comunidadehttps://repositorio.ufpa.br/handle/2011/9195
O Programa de Pós-Graduação em Educação (PPGE) é um programa da Faculdade de Educação (FE) da Universidade Estadual de Campinas (UNICAMP) que inclui os Cursos de Mestrado e de Doutorado.
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Navegando Programa de Pós-Graduação em Educação - PPGE/UNICAMP por Autor "SILVA, Francisco Hermes Santos da"
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Item Acesso aberto (Open Access) Análise da interferência de dois procedimentos na aprendizagem operatória(Universidade Estadual de Campinas, 1995-11-04) SILVA, Francisco Hermes Santos da; SISTO, Fermino Fernandes; http://lattes.cnpq.br/8719624962833123The objective of this study was to analyze two processes of intervention with a view toward operatory learning. In the first, the technique of cognitive conflict was applied and in the second, cognitive conflict associated with the formation of possibles. Our hypothesis was that the second process would present better results than the first, having seen that Piaget affirmed that the formation of possibles preceeds concrete operations. We worked with 20 children between the ages of 6 and 7 applying 10 sessions in two groups of 10 children. Comparative analyses of the data collected in the two interventions were made by taking into consideration five aspects: 1. a study of the interventions in terms of the acquisition of conservation of mass; 2. a study of the differences between IGC (Intervention Groups with Cognitive Conflict) and IGCP (Mixed Intervention Groups of Cognitive Conflict and Formation of Possibles) in terms of the indices and stability of operatory conduct; 3. a study of the differences between IGC and IGCP in terms of the types of operative arguments presented by the subjects; 4. analysis of the period of transition between non-operativeness and operativeness; and 5. studies of the differences between IGC and IGCP in terms of the operative arguments in function of the number of sessions with intermediary conducts. Our hypothesis was not confirmed from a quantitative point of view. However, while the intervention with conflict associated with the formation of possibles was not quantitatively demonstrated better than cognitive conflict, the technique was demonstrated valid as a pedagogical instrument in the acquisition of operativeness, since it presented satisfactory results with differences in relation to other groups being in terms of velocity of this acquisition and lesser production of operative arguments.Item Acesso aberto (Open Access) O papel do conflito sociocognitivo na elaboração de noções de conservação por interações de pares constantes e múltiplos(Universidade Estadual de Campinas, 1999-05-14) SILVA, Francisco Hermes Santos da; MORO, Maria Lúcia Faria; http://lattes.cnpq.br/1688663157956317The objective of this study was the comparison of the effect of two social interaction techniques for sociocognitive conflict provoked in the construction of the notions of conservation of interest in the elaboration of metric concepts. It was hypothesized that subjects submitted to multiple interactions - MI (different pairs in each intervention) would present superior levels of elaboration of notions then the subjects submitted to constant interactions - CI ( the same pairs in the interventions). The experiment had four different moments (pre-test, interventions, immediate post-test, and delayed post-test). One hundred and nine (109) children between 5;5 and 7;3 years old participated in the conservation of continued quantity and sixty (60) children between 6;0 and 7;0 years old, in the conservation of equal lengths (public pre-school students from Campinas - SP.). The data analysed did not confirm the tested hypothesis. Subjects of the MI condition as well as subjects of the CI condition were equally capable of presenting cognitive changes when submitted to sociocognitive conflict, permitting the interpretation that this was responsible for the changes observed in the construction of the notions. There are differences in the results in favor of one or other type of interaction, conforming to the notions, but these are interpreted as results of the methodology applied in each notion. It is suggested that the didatic application of the technique follow the necessity of the teacher to attend to determined individual characteristics of the students.