Cognitive Flexibility in Science Education: A Bibliographic Review

• Autor(a) principal: Vidmar, Muryel Pyetro
• Data de Publicação: 2021
• Outros Autores: Prieto Schmidt Sauerwein, Inés
• 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/67539

In this paper we present the results of a bibliographical review whose main objectives were: (i) to situate cognitive flexibility in the areas of teaching and research in Science education, and (ii) to seek subsidies to materialize the development of cognitive flexibility through the elaboration and evaluation of didactic activities of Physics. We consider, in this context, the importance to recontextualize scientific knowledge. Explained by several authors and by the official documents aimed at the high school of Physics, it makes possible students deal with the situations they experience or may experience, many of them new and original. We find in the Cognitive Flexibility Theory (CFT) the theoretical-methodological basis for this issues. That´s because it emphasizes the development of cognitive flexibility as essential in the construction, organization and restructuring of knowledge in the face of new situations and contexts of use. In this context, the bibliographic review was done in thirty-three journals of the area, and covered the publications in the period from 1990 to 2017, in consonance with the proposal of CFT. We aim to analyze papers that emphasized cognitive flexibility, based on criteria elaborated according to the specified objectives. As one of the results of this bibliographic review, we found that cognitive flexibility is still little handled in the scope of Science education, which explains the relevance and necessity of expanding the research about the tematic. Another important result was the inexistence of literature review articles on cognitive flexibility in this area, so that this review was relevant in this scope. As a main result, we highlight the diversity of teaching methodologies, evaluation tools and evaluation focuses in the proposals analyzed. We understand that this can contribute to the structuring of didactic activities that aim at a more flexible teaching-learning process of Physics, as well as for a coherent and comprehensive analysis of the aspects involved in the development of cognitive flexibility. This flexibility is essential for a broader and more articulated formation, which aims apply knowledge in new contexts.