Princípios da análise do comportamento que fundamentam a Instrução Programada e o Sistema Personalizado de Ensino

Detalhes bibliográficos
Autor(a) principal: Pieretti, Ana Alice Reis
Data de Publicação: 2022
Tipo de documento: Tese
Idioma: por
Título da fonte: Biblioteca Digital de Teses e Dissertações da PUC_SP
Texto Completo: https://repositorio.pucsp.br/jspui/handle/handle/25785
Resumo: There is a demand for Distance Education courses and Open and Massive Online Courses (MOOCs). However, the way in which Behavior Analysis ideas are portrayed in the MOOC literature presents many inaccuracies. Considering this scenario, it is important to think about an effective teaching method and present the behavioral analytical assumptions for education. Thus, this study aimed to identify the principles of Behavior Analysis that supported the proposals for Programmed Instruction and the Personalized System of Instruction (PSI). To do this, 28 published texts and 77 unpublished materials written by Skinner that addressed Programmed Instruction and teaching machines were selected and analyzed. The materials were read as a whole and analyzed considering the characteristics of Programmed Instruction and PSI. It was observed that the writing of materials on education by Skinner was more frequent in the late 1950s and early 1960s, after which, there are few materials produced on this topic. The principles of IP and PSI resulting from the analysis were: (a) the students' repertoire must be considered when designing the program; (b) aversive stimuli must be reduced and access to reinforcers increased; (c) a more complex repertoire depends on the acquisition of others, which must be modeled; (d) the teacher takes on other roles in addition to transmitting content, such as: identifying the students' repertoire, preparing and reviewing the material, describing objectives in a behavioral manner, among other functions. At the same time, the student takes on a more active role; (e) the acquisition of repertoires must be guaranteed by the teaching program; (f) use of immediate reinforcement to correct answers; (g) construction of varied repertoires. From this analysis, it was also possible to observe that the view of the authors of MOOC on Behavior Analysis is correct in the following aspects: (a) learning results from the interaction of the organism with the environment and is linked to behavioral changes; (b) role of the teacher in the preparation of teaching material. However, in other aspects, the authors present an erroneous notion in relation to Behavior Analysis and its proposal for education, such as: (a) view of behaviorism as outdated; (b) the student have a passive role in teaching; (c) the objective of teaching would be the transmission of information, without considering creative and critical thinking; (d) the behavioral-analytic view of education is similar to what traditionally occurs in educational institutions. Another aspect addressed in this work are some possibilities of contribution of the principles resulting from the analysis of Skinner's material for MOOCs, such as: (a) evaluation of the student's repertoire for the customization of the course; (b) flexibility to complete courses; (c) organization of content from the simplest to the most complex; (d) presentation of constant responses followed by feedback; (e) use of fading of hints; (f) review of course material; (g) elaboration of behavioral goals
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spelling Pereira, Maria Eliza Mazzillihttp://lattes.cnpq.br/3618236711503415http://lattes.cnpq.br/3999628219255804Pieretti, Ana Alice Reis2022-03-11T14:17:35Z2022-03-11T14:17:35Z2022-02-04Pieretti, Ana Alice Reis. Princípios da análise do comportamento que fundamentam a Instrução Programada e o Sistema Personalizado de Ensino. 2022. Tese (Doutorado em Psicologia Experimental: Análise do Comportamento) - Programa de Estudos Pós-Graduados em Psicologia Experimental: Análise do Comportamento da Pontifícia Universidade Católica de São Paulo, São Paulo, 2022.https://repositorio.pucsp.br/jspui/handle/handle/25785There is a demand for Distance Education courses and Open and Massive Online Courses (MOOCs). However, the way in which Behavior Analysis ideas are portrayed in the MOOC literature presents many inaccuracies. Considering this scenario, it is important to think about an effective teaching method and present the behavioral analytical assumptions for education. Thus, this study aimed to identify the principles of Behavior Analysis that supported the proposals for Programmed Instruction and the Personalized System of Instruction (PSI). To do this, 28 published texts and 77 unpublished materials written by Skinner that addressed Programmed Instruction and teaching machines were selected and analyzed. The materials were read as a whole and analyzed considering the characteristics of Programmed Instruction and PSI. It was observed that the writing of materials on education by Skinner was more frequent in the late 1950s and early 1960s, after which, there are few materials produced on this topic. The principles of IP and PSI resulting from the analysis were: (a) the students' repertoire must be considered when designing the program; (b) aversive stimuli must be reduced and access to reinforcers increased; (c) a more complex repertoire depends on the acquisition of others, which must be modeled; (d) the teacher takes on other roles in addition to transmitting content, such as: identifying the students' repertoire, preparing and reviewing the material, describing objectives in a behavioral manner, among other functions. At the same time, the student takes on a more active role; (e) the acquisition of repertoires must be guaranteed by the teaching program; (f) use of immediate reinforcement to correct answers; (g) construction of varied repertoires. From this analysis, it was also possible to observe that the view of the authors of MOOC on Behavior Analysis is correct in the following aspects: (a) learning results from the interaction of the organism with the environment and is linked to behavioral changes; (b) role of the teacher in the preparation of teaching material. However, in other aspects, the authors present an erroneous notion in relation to Behavior Analysis and its proposal for education, such as: (a) view of behaviorism as outdated; (b) the student have a passive role in teaching; (c) the objective of teaching would be the transmission of information, without considering creative and critical thinking; (d) the behavioral-analytic view of education is similar to what traditionally occurs in educational institutions. Another aspect addressed in this work are some possibilities of contribution of the principles resulting from the analysis of Skinner's material for MOOCs, such as: (a) evaluation of the student's repertoire for the customization of the course; (b) flexibility to complete courses; (c) organization of content from the simplest to the most complex; (d) presentation of constant responses followed by feedback; (e) use of fading of hints; (f) review of course material; (g) elaboration of behavioral goalsExiste uma demanda por cursos de Educação a Distância e Cursos Online Abertos e Massivos (MOOCs). Porém, a maneira como as ideias da Análise do Comportamento são retratadas na literatura de MOOCs apresentam muitas imprecisões. Considerando esse cenário, é importante pensar em um método de ensino efetivo e apresentar os pressupostos analítico comportamentais para educação. Assim, o presente trabalho teve como objetivo identificar princípios da Análise do Comportamento que sustentassem as propostas de Instrução Programada e do Sistema Personalizado de Ensino (PSI). Para isso, foram selecionados e analisados 28 textos publicados e 77 materiais não publicados escritos por Skinner que abordassem sobre Instrução Programada e máquinas de ensinar. Os materiais foram lidos na íntegra e analisados considerando as características da Instrução Programada e do PSI. Observou-se que a escrita de materiais sobre educação por Skinner foi mais frequente no final da década de 50 e início dos anos 60, após a qual, há poucos materiais produzidos neste tema. Os princípios da IP e PSI resultantes da análise foram: (a) o repertório dos alunos deve ser considerado para elaborar o programa; (b) os estímulos aversivos devem ser diminuídos e o acesso aos reforçadores, aumentado; (c) um repertório mais complexo depende da aquisição de outros, que devem ser modelados; (d) o professor passa a ter outros papéis além da transmissão de conteúdos, como: a identificação de repertório dos alunos, elaboração e revisão do material, descrição de objetivos de maneira comportamental, entre outras funções. Ao mesmo tempo, o aluno passa a ter um papel mais ativo; (e) a aquisição dos repertórios deve ser garantida pela programação de ensino; (f) uso de reforçamento imediato às respostas corretas; (g) construção de repertórios variados. A partir desta análise foi possível observar, também, que a visão dos autores de MOOC sobre a Análise do Comportamento está correta nos seguintes aspectos: (a) aprendizagem resulta da interação do organismo com o ambiente e está ligada a mudanças comportamentais; (b) papel do professor na elaboração do material de ensino. Porém, em outros aspectos, os autores apresentam uma noção errônea em relação à Análise do Comportamento e sua proposta para educação, como: (a) visão do behaviorismo como ultrapassado; (b) o aluno teria um papel passivo no ensino; (c) o objetivo do ensino seria a transmissão de informação, sem considerar a criatividade e pensamento crítico; (d) a visão analítico-comportamental para educação se aproxima do que ocorre tradicionalmente nas instituições de ensino. Outro aspecto abordado no presente trabalho são algumas possibilidades de contribuição dos princípios resultantes da análise do material de Skinner para os MOOCs, como: (a) avaliação do repertório do aluno para personalização do curso; (b) flexibilidade para finalização dos cursos; (c) organização do conteúdo do mais simples para o mais complexo; (d) apresentação de respostas constantes seguidas de feedback; (e) uso de esvanecimento de dicas; (f) revisão do material do curso; (g) elaboração de objetivos comportamentaisporPontifícia Universidade Católica de São PauloPrograma de Estudos Pós-Graduados em Psicologia Experimental: Análise do ComportamentoPUC-SPBrasilFaculdade de Ciências Humanas e da SaúdeCNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTALInstrução ProgramadaSistema Personalizado de EnsinoMáquinas de ensinarB.F. SkinnerProgrammed InstructionPersonalized System of InstructionTeaching machinesB.F. SkinnerPrincípios da análise do comportamento que fundamentam a Instrução Programada e o Sistema Personalizado de Ensinoinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/openAccessreponame:Biblioteca Digital de Teses e Dissertações da PUC_SPinstname:Pontifícia Universidade Católica de São Paulo (PUC-SP)instacron:PUC_SPORIGINALAna Alice Reis Pieretti.pdfapplication/pdf822728https://repositorio.pucsp.br/xmlui/bitstream/handle/25785/1/Ana%20Alice%20Reis%20Pieretti.pdfa17f76d6bd1d3eb0319cee95aee8a582MD51TEXTAna Alice Reis Pieretti.pdf.txtAna Alice Reis Pieretti.pdf.txtExtracted texttext/plain254791https://repositorio.pucsp.br/xmlui/bitstream/handle/25785/2/Ana%20Alice%20Reis%20Pieretti.pdf.txt0d6e9421d1af5af1989a54efd3a57be4MD52THUMBNAILAna Alice Reis Pieretti.pdf.jpgAna Alice Reis Pieretti.pdf.jpgGenerated Thumbnailimage/jpeg1193https://repositorio.pucsp.br/xmlui/bitstream/handle/25785/3/Ana%20Alice%20Reis%20Pieretti.pdf.jpg7848ab429ba6b02f26732bc738e7b6adMD53handle/257852022-03-12 01:02:29.387oai:repositorio.pucsp.br:handle/25785Biblioteca Digital de Teses e Dissertaçõeshttps://sapientia.pucsp.br/https://sapientia.pucsp.br/oai/requestbngkatende@pucsp.br||rapassi@pucsp.bropendoar:2022-03-12T04:02:29Biblioteca Digital de Teses e Dissertações da PUC_SP - Pontifícia Universidade Católica de São Paulo (PUC-SP)false
dc.title.pt_BR.fl_str_mv Princípios da análise do comportamento que fundamentam a Instrução Programada e o Sistema Personalizado de Ensino
title Princípios da análise do comportamento que fundamentam a Instrução Programada e o Sistema Personalizado de Ensino
spellingShingle Princípios da análise do comportamento que fundamentam a Instrução Programada e o Sistema Personalizado de Ensino
Pieretti, Ana Alice Reis
CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL
Instrução Programada
Sistema Personalizado de Ensino
Máquinas de ensinar
B.F. Skinner
Programmed Instruction
Personalized System of Instruction
Teaching machines
B.F. Skinner
title_short Princípios da análise do comportamento que fundamentam a Instrução Programada e o Sistema Personalizado de Ensino
title_full Princípios da análise do comportamento que fundamentam a Instrução Programada e o Sistema Personalizado de Ensino
title_fullStr Princípios da análise do comportamento que fundamentam a Instrução Programada e o Sistema Personalizado de Ensino
title_full_unstemmed Princípios da análise do comportamento que fundamentam a Instrução Programada e o Sistema Personalizado de Ensino
title_sort Princípios da análise do comportamento que fundamentam a Instrução Programada e o Sistema Personalizado de Ensino
author Pieretti, Ana Alice Reis
author_facet Pieretti, Ana Alice Reis
author_role author
dc.contributor.advisor1.fl_str_mv Pereira, Maria Eliza Mazzilli
dc.contributor.advisor1Lattes.fl_str_mv http://lattes.cnpq.br/3618236711503415
dc.contributor.authorLattes.fl_str_mv http://lattes.cnpq.br/3999628219255804
dc.contributor.author.fl_str_mv Pieretti, Ana Alice Reis
contributor_str_mv Pereira, Maria Eliza Mazzilli
dc.subject.cnpq.fl_str_mv CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL
topic CNPQ::CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL
Instrução Programada
Sistema Personalizado de Ensino
Máquinas de ensinar
B.F. Skinner
Programmed Instruction
Personalized System of Instruction
Teaching machines
B.F. Skinner
dc.subject.por.fl_str_mv Instrução Programada
Sistema Personalizado de Ensino
Máquinas de ensinar
B.F. Skinner
dc.subject.eng.fl_str_mv Programmed Instruction
Personalized System of Instruction
Teaching machines
B.F. Skinner
description There is a demand for Distance Education courses and Open and Massive Online Courses (MOOCs). However, the way in which Behavior Analysis ideas are portrayed in the MOOC literature presents many inaccuracies. Considering this scenario, it is important to think about an effective teaching method and present the behavioral analytical assumptions for education. Thus, this study aimed to identify the principles of Behavior Analysis that supported the proposals for Programmed Instruction and the Personalized System of Instruction (PSI). To do this, 28 published texts and 77 unpublished materials written by Skinner that addressed Programmed Instruction and teaching machines were selected and analyzed. The materials were read as a whole and analyzed considering the characteristics of Programmed Instruction and PSI. It was observed that the writing of materials on education by Skinner was more frequent in the late 1950s and early 1960s, after which, there are few materials produced on this topic. The principles of IP and PSI resulting from the analysis were: (a) the students' repertoire must be considered when designing the program; (b) aversive stimuli must be reduced and access to reinforcers increased; (c) a more complex repertoire depends on the acquisition of others, which must be modeled; (d) the teacher takes on other roles in addition to transmitting content, such as: identifying the students' repertoire, preparing and reviewing the material, describing objectives in a behavioral manner, among other functions. At the same time, the student takes on a more active role; (e) the acquisition of repertoires must be guaranteed by the teaching program; (f) use of immediate reinforcement to correct answers; (g) construction of varied repertoires. From this analysis, it was also possible to observe that the view of the authors of MOOC on Behavior Analysis is correct in the following aspects: (a) learning results from the interaction of the organism with the environment and is linked to behavioral changes; (b) role of the teacher in the preparation of teaching material. However, in other aspects, the authors present an erroneous notion in relation to Behavior Analysis and its proposal for education, such as: (a) view of behaviorism as outdated; (b) the student have a passive role in teaching; (c) the objective of teaching would be the transmission of information, without considering creative and critical thinking; (d) the behavioral-analytic view of education is similar to what traditionally occurs in educational institutions. Another aspect addressed in this work are some possibilities of contribution of the principles resulting from the analysis of Skinner's material for MOOCs, such as: (a) evaluation of the student's repertoire for the customization of the course; (b) flexibility to complete courses; (c) organization of content from the simplest to the most complex; (d) presentation of constant responses followed by feedback; (e) use of fading of hints; (f) review of course material; (g) elaboration of behavioral goals
publishDate 2022
dc.date.accessioned.fl_str_mv 2022-03-11T14:17:35Z
dc.date.available.fl_str_mv 2022-03-11T14:17:35Z
dc.date.issued.fl_str_mv 2022-02-04
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dc.identifier.citation.fl_str_mv Pieretti, Ana Alice Reis. Princípios da análise do comportamento que fundamentam a Instrução Programada e o Sistema Personalizado de Ensino. 2022. Tese (Doutorado em Psicologia Experimental: Análise do Comportamento) - Programa de Estudos Pós-Graduados em Psicologia Experimental: Análise do Comportamento da Pontifícia Universidade Católica de São Paulo, São Paulo, 2022.
dc.identifier.uri.fl_str_mv https://repositorio.pucsp.br/jspui/handle/handle/25785
identifier_str_mv Pieretti, Ana Alice Reis. Princípios da análise do comportamento que fundamentam a Instrução Programada e o Sistema Personalizado de Ensino. 2022. Tese (Doutorado em Psicologia Experimental: Análise do Comportamento) - Programa de Estudos Pós-Graduados em Psicologia Experimental: Análise do Comportamento da Pontifícia Universidade Católica de São Paulo, São Paulo, 2022.
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