Articulations between Cognitive Flexibility Theory and the Three Pedagogical Moments: preparation and analysis of a didactic material in the fractal structure

Detalhes bibliográficos
Autor(a) principal: Braga, Graciely Rocha
Data de Publicação: 2021
Outros Autores: José, Wagner Duarte
Tipo de documento: Artigo
Idioma: por
Título da fonte: Caderno Brasileiro de Ensino de Física (Online)
Texto Completo: https://periodicos.ufsc.br/index.php/fisica/article/view/72535
Resumo: The Cognitive Flexibility Theory establishes that knowledge is built by facing real situations, pertinent to complex and ill-structured knowledge domains. Articulations between this theory and the Three Pedagogical Moments, in particular the Application of Knowledge, may favor the “codification-problematization-decoding” process and the didactic structuring fractal model of these moments. This article aims to develop these articulations and exercise them in the preparation and analysis of a didactic material related to the theme Production, Transmission and Consumption of Electric Energy, produced in the context of teaching physics in Youth and Adult Education. We verified that the assumptions of the Cognitive Flexibility Theory enhance the understanding/ development of the Knowledge Application and the fractal model through networked and flexible knowledge structures, built along the crossing of highly interrelated landscapes or themes, used in facing scientific-technological daily life and problem solving.
id UFSC-19_49d856129e7b1ff7efb77a5f500760c2
oai_identifier_str oai:periodicos.ufsc.br:article/72535
network_acronym_str UFSC-19
network_name_str Caderno Brasileiro de Ensino de Física (Online)
repository_id_str
spelling Articulations between Cognitive Flexibility Theory and the Three Pedagogical Moments: preparation and analysis of a didactic material in the fractal structureArticulações entre Teoria da Flexibilidade Cognitiva e os Três Momentos Pedagógicos: confecção e análise de um material didático na estrutura fractalThe Cognitive Flexibility Theory establishes that knowledge is built by facing real situations, pertinent to complex and ill-structured knowledge domains. Articulations between this theory and the Three Pedagogical Moments, in particular the Application of Knowledge, may favor the “codification-problematization-decoding” process and the didactic structuring fractal model of these moments. This article aims to develop these articulations and exercise them in the preparation and analysis of a didactic material related to the theme Production, Transmission and Consumption of Electric Energy, produced in the context of teaching physics in Youth and Adult Education. We verified that the assumptions of the Cognitive Flexibility Theory enhance the understanding/ development of the Knowledge Application and the fractal model through networked and flexible knowledge structures, built along the crossing of highly interrelated landscapes or themes, used in facing scientific-technological daily life and problem solving.A Teoria da Flexibilidade Cognitiva estabelece que o conhecimento é construído mediante o enfretamento de situações reais, pertinentes a domínios de conhecimento complexos e pouco estruturados. Articulações entre essa teoria e os Três Momentos Pedagógicos, em especial a Aplicação do Conhecimento, podem favorecer o processo “codificação-problematização-descodificação” e o modelo fractal da estruturação didática desses momentos. Este artigo tem por objetivo desenvolver essas articulações e exercitá-las na análise de um material didático referente ao tema Produção, Transmissão e Consumo da Energia Elétrica, produzido no contexto do ensino de Física da Educação de Jovens e Adultos. Verificamos que os pressupostos da Teoria da Flexibilidade Cognitiva contribuem para o desenvolvimento da Aplicação do Conhecimento e do modelo fractal por meio de estruturas de conhecimento em rede e flexíveis, construídas ao longo do cruzamento de paisagens ou temas altamente inter-relacionados, utilizadas no enfrentamento do cotidiano científico-tecnológico e na resolução de problemas. Nas considerações finais, tecemos comentários acerca da potencialidade do material didático e das articulações desenvolvidas para outras abordagens didáticas e modalidades de ensino.Imprensa Universitária - UFSC2021-03-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/7253510.5007/2175-7941.2021.e72535Caderno Brasileiro de Ensino de Física; v. 38 n. 1 (2021); 84-1072175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/fisica/article/view/72535/45510Copyright (c) 2021 Caderno Brasileiro de Ensino de Físicainfo:eu-repo/semantics/openAccessBraga, Graciely RochaJosé, Wagner Duarte2021-03-25T15:03:52Zoai:periodicos.ufsc.br:article/72535Revistahttp://www.periodicos.ufsc.br/index.php/fisicaPUBhttps://periodicos.ufsc.br/index.php/fisica/oaicbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com2175-79411677-2334opendoar:2021-03-25T15:03:52Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false
dc.title.none.fl_str_mv Articulations between Cognitive Flexibility Theory and the Three Pedagogical Moments: preparation and analysis of a didactic material in the fractal structure
Articulações entre Teoria da Flexibilidade Cognitiva e os Três Momentos Pedagógicos: confecção e análise de um material didático na estrutura fractal
title Articulations between Cognitive Flexibility Theory and the Three Pedagogical Moments: preparation and analysis of a didactic material in the fractal structure
spellingShingle Articulations between Cognitive Flexibility Theory and the Three Pedagogical Moments: preparation and analysis of a didactic material in the fractal structure
Braga, Graciely Rocha
title_short Articulations between Cognitive Flexibility Theory and the Three Pedagogical Moments: preparation and analysis of a didactic material in the fractal structure
title_full Articulations between Cognitive Flexibility Theory and the Three Pedagogical Moments: preparation and analysis of a didactic material in the fractal structure
title_fullStr Articulations between Cognitive Flexibility Theory and the Three Pedagogical Moments: preparation and analysis of a didactic material in the fractal structure
title_full_unstemmed Articulations between Cognitive Flexibility Theory and the Three Pedagogical Moments: preparation and analysis of a didactic material in the fractal structure
title_sort Articulations between Cognitive Flexibility Theory and the Three Pedagogical Moments: preparation and analysis of a didactic material in the fractal structure
author Braga, Graciely Rocha
author_facet Braga, Graciely Rocha
José, Wagner Duarte
author_role author
author2 José, Wagner Duarte
author2_role author
dc.contributor.author.fl_str_mv Braga, Graciely Rocha
José, Wagner Duarte
description The Cognitive Flexibility Theory establishes that knowledge is built by facing real situations, pertinent to complex and ill-structured knowledge domains. Articulations between this theory and the Three Pedagogical Moments, in particular the Application of Knowledge, may favor the “codification-problematization-decoding” process and the didactic structuring fractal model of these moments. This article aims to develop these articulations and exercise them in the preparation and analysis of a didactic material related to the theme Production, Transmission and Consumption of Electric Energy, produced in the context of teaching physics in Youth and Adult Education. We verified that the assumptions of the Cognitive Flexibility Theory enhance the understanding/ development of the Knowledge Application and the fractal model through networked and flexible knowledge structures, built along the crossing of highly interrelated landscapes or themes, used in facing scientific-technological daily life and problem solving.
publishDate 2021
dc.date.none.fl_str_mv 2021-03-25
dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
format article
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://periodicos.ufsc.br/index.php/fisica/article/view/72535
10.5007/2175-7941.2021.e72535
url https://periodicos.ufsc.br/index.php/fisica/article/view/72535
identifier_str_mv 10.5007/2175-7941.2021.e72535
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufsc.br/index.php/fisica/article/view/72535/45510
dc.rights.driver.fl_str_mv Copyright (c) 2021 Caderno Brasileiro de Ensino de Física
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2021 Caderno Brasileiro de Ensino de Física
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Imprensa Universitária - UFSC
publisher.none.fl_str_mv Imprensa Universitária - UFSC
dc.source.none.fl_str_mv Caderno Brasileiro de Ensino de Física; v. 38 n. 1 (2021); 84-107
2175-7941
1677-2334
reponame:Caderno Brasileiro de Ensino de Física (Online)
instname:Universidade Federal de Santa Catarina (UFSC)
instacron:UFSC
instname_str Universidade Federal de Santa Catarina (UFSC)
instacron_str UFSC
institution UFSC
reponame_str Caderno Brasileiro de Ensino de Física (Online)
collection Caderno Brasileiro de Ensino de Física (Online)
repository.name.fl_str_mv Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)
repository.mail.fl_str_mv cbefisica@gmail.com||fscccef@fsc.ufsc.br|| cbefisica@gmail.com
_version_ 1799940574790287360

Registros relacionados