Análise da interferência de dois procedimentos na aprendizagem operatória

Abstract

The 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.