Navegando por Assunto "Aprendizagem Significativa"

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Aprendizagem em matemática, aprendizagem significativa e neurociência na educação dialogando aproximações teóricas
(Universidade Federal de Mato Grosso, 2017-06) ROZAL, Edilene Farias; SOUZA, Ednilson Sergio Ramalho de; SANTOS, Neuma Teixeira dos
This article aims to present theoretical approaches between Learning in Mathematics, Significant Learning and Neuroscience in Education, highlighting some basic concepts of Neuroscience and weaving theoretical discussions about motivation and timing for the student's learning, according to the stimuli of the His cognitive system, having as methodological reference of teaching the Problem Solving. We believe based on the theoretical frameworks studied, that there is a need to promote a dialogue between Neuroscience and Education, defending a creative dialogue between both and presenting a positive vision of the neuroscientific knowledge in Education, in favor of improving the students' learning. The text highlights information that Neuroscience states that educational attitudes that generate feelings of fear, anxiety, sadness, anger, depression and hopelessness are accompanied by humiliation and these attitudes end up inhibiting the learning process. Our main purpose was to discuss throughreflections in the text that students do not learn if they are not motivated and if the moment is not appropriate for this learning to occur. The article is a bibliographical study and we hope with this work that the understandings between Significant Learning and Neuroscience in Education allow reflections to the teachers so that both are investigated in order to promote the applicability of such theories in the classroom, in our Case, through Problem Solving with the use of the stimuli of the cognitive system for learning.
Acesso aberto (Open Access)
Práticas experimentais em física: iniciação à pesquisa numa perspectiva da aprendizagem significativa
(Universidade Federal do Pará, 2018-09-24) SILVA, Aline Costa da; BARROS, Osvaldo dos Santos; http://lattes.cnpq.br/8886478452699437; https://orcid.org/0000-0002-7185-4009
This study presents a qualitative research with an action research approach in which I search analyze the process of the scientific knowledge construction around the physics concepts in the prospect of meaningful learning, by the educating through the researching, during the construction of the experiments of low costing from the school physics laboratory. To do this, I developed a project of initiation to the research called ‘’young scientists in action”, where the students developed researching activities, experimentation and monitoring during the fourth bimester from the school year of 2016. The objects of research are the students from 9th year of the Elementary School and 1st High School from a private school located at Capanema-PA city, where I work as teacher of Physics. The analysis is result of a descriptive procedure with elaborated categories from the speeches and writing of the students. The present work showed that: the educating by the research provides to the educator the function of mediator and to students the function of participative person of his learning, providing motivation and predisposition to learn, providing ways to the significative learning during the process; it is relevant to the teacher knows the learning necessities of students to a reflection about his actions in the classroom; the results also indicate that the research objects see the physics laboratory at the school as a place that provides learning, helping in the comprehension of the concepts studied and that promotes a scientific learning divulgation. To divulgate the work developed, I present as product of my research a portfolio entitled Young Scientists in Action: implementation of the laboratory with experiment of low cost. The referred portfolio has the synthesis of the theoretical fundamentation adopted, the methodological procedures of the actions developed and images of the developed experiments. I hope, through this research and product contributing to the teaching practice of my profession colleagues, showing that it is possible develop a project whereby the student is the active object of all action.