Desenvolvimento de habilidades cognitivas em um curso de férias: a construção do conhecimento científico de acordo com a aprendizagem baseada em problemas

Abstract

The present study deals with on the Cognitive Skills manifested by a group of six teachers participants in a Vacation Course, occurred in the city of Belém (PA), which uses methodologies that seek to encourage more active participation of its course participants, by means of the realization of practical activities grounded mainly on Problem Based Learning. Thus, it was aimed to analyze which Cognitive Skills levels manifested by teachers to solve a real problem, while conducting investigative experimental activities and also in moments of socialization of their findings. Seeks to also ponder over the questions elaborated by the monitors and its intrinsic relationship with the Skills expressed by the teachers group. The research is characterized as qualitative, using features such as field diaries, video recordings, with subsequent transcription of participants' speech to its constitution. To establishment of the categories of analysis was used the Zoller ideas, which proposes that the Cognitive Skills can be evidenced according to the low or high level of cognition, achieved by means of the resolution of a problem, being denominated Algorithmics, Lower Order Cognitive Skills and Higher Order Cognitive Skills, these categories are identified here in five levels proposed according to their characterization. The questions elaborated by the monitors are also classified in four levels categorized according to the proposal for Suart. Thus, the analysis are composed of two problematic situations that were selected according to the data collected with the research. During the analysis performed in each of the episodes considered most prominent, it was possible to identify that the cognitive skills developed by teachers relate directly to the link identified in the monitor-course participant relationship and also course participant-course participant since cooperation present during moments of realization of the activities proposed in the course contribute significantly to achieving the highest levels of cognition, as well as high levels of formulating questions, given that in many situations the teachers make use of existing discourses in previous discussions by the team or seek help by means of the constant inquiries carried out by the monitors. Based on this research, can be identified that the use of investigative experimental activities contributes significantly to the development and manifestation of high-order Cognitive Skills. The activities developed in this Vacation Course approximate the objectives presented by Based Learning Problems and is perceptible at different moments the manifestation of N4 and N5 skills levels of cognition in the participating teachers.