Cognitive Flexibility in Science Education: A Bibliographic Review
Autor(a) principal: | |
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Data de Publicação: | 2021 |
Outros Autores: | |
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 |
Resumo: | 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. |
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Cognitive Flexibility in Science Education: A Bibliographic ReviewFlexibilidade Cognitiva no Ensino de Ciências: Uma Revisão BibliográficaIn 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.Apresentamos neste artigo os resultados de uma revisão bibliográfica que teve como objetivos principais: (i) situar a flexibilidade cognitiva nas áreas de ensino e pesquisa em ensino de Ciências, e (ii) buscar subsídios para consubstanciar o desenvolvimento da flexibilidade cognitiva através da elaboração e avaliação de atividades didáticas de Física. Consideramos, neste contexto, a importância da recontextualização dos conhecimentos científicos. Explicitada por diversos autores e pelos documentos oficiais voltados ao ensino médio de Física, é ela que possibilita aos estudantes lidar com as situações que vivenciam ou venham a vivenciar, muitas delas novas e inéditas. Encontramos na Teoria da Flexibilidade Cognitiva (TFC) a base teórico-metodológica para essas questões. Isso porque ela enfatiza o desenvolvimento da flexibilidade cognitiva como essencial na construção, organização e reestruturação do conhecimento face a novas situações e contextos de utilização. Nessa linha, a revisão bibliográfica foi realizada em trinta e três periódicos da área, e abrangeu as publicações contidas no período de 1990 a 2017, em consonância com a proposição da TFC. Buscamos analisar aqueles trabalhos que possuíam ênfase na flexibilidade cognitiva, a partir de critérios elaborados de acordo com os referidos objetivos. Como um dos resultados dessa revisão bibliográfica, constatamos que a flexibilidade cognitiva ainda é pouco trabalhada no âmbito do ensino de Ciências, o que explicita a relevância e necessidade de ampliação das investigações sobre a temática. Outro resultado importante consistiu na inexistência de artigos de revisão de literatura sobre flexibilidade cognitiva na área, de modo que essa revisão se mostrou pertinente nesse âmbito. Como principal resultado obtido, destacamos a diversidade de metodologias de ensino, instrumentos de avaliação e focos de avaliação nas propostas analisadas. Entendemos que isso pode contribuir para a estruturação de atividades didáticas que visam a um processo de ensino-aprendizagem de Física mais flexível, bem como para uma análise coerente e abrangente dos aspectos envolvidos no desenvolvimento da flexibilidade cognitiva. Flexibilidade essa que é essencial para uma formação mais ampla e articulada, que visa à aplicação do conhecimento em novos contextos.Imprensa Universitária - UFSC2021-03-25info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufsc.br/index.php/fisica/article/view/6753910.5007/2175-7941.2021.e67539Caderno Brasileiro de Ensino de Física; v. 38 n. 1 (2021); 139-1732175-79411677-2334reponame:Caderno Brasileiro de Ensino de Física (Online)instname:Universidade Federal de Santa Catarina (UFSC)instacron:UFSCporhttps://periodicos.ufsc.br/index.php/fisica/article/view/67539/45512Copyright (c) 2021 Caderno Brasileiro de Ensino de Físicainfo:eu-repo/semantics/openAccessVidmar, Muryel PyetroPrieto Schmidt Sauerwein, Inés2021-03-25T15:04:12Zoai:periodicos.ufsc.br:article/67539Revistahttp://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:2021-03-25T15:04:12Caderno Brasileiro de Ensino de Física (Online) - Universidade Federal de Santa Catarina (UFSC)false |
dc.title.none.fl_str_mv |
Cognitive Flexibility in Science Education: A Bibliographic Review Flexibilidade Cognitiva no Ensino de Ciências: Uma Revisão Bibliográfica |
title |
Cognitive Flexibility in Science Education: A Bibliographic Review |
spellingShingle |
Cognitive Flexibility in Science Education: A Bibliographic Review Vidmar, Muryel Pyetro |
title_short |
Cognitive Flexibility in Science Education: A Bibliographic Review |
title_full |
Cognitive Flexibility in Science Education: A Bibliographic Review |
title_fullStr |
Cognitive Flexibility in Science Education: A Bibliographic Review |
title_full_unstemmed |
Cognitive Flexibility in Science Education: A Bibliographic Review |
title_sort |
Cognitive Flexibility in Science Education: A Bibliographic Review |
author |
Vidmar, Muryel Pyetro |
author_facet |
Vidmar, Muryel Pyetro Prieto Schmidt Sauerwein, Inés |
author_role |
author |
author2 |
Prieto Schmidt Sauerwein, Inés |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Vidmar, Muryel Pyetro Prieto Schmidt Sauerwein, Inés |
description |
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. |
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 |
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article |
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publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.ufsc.br/index.php/fisica/article/view/67539 10.5007/2175-7941.2021.e67539 |
url |
https://periodicos.ufsc.br/index.php/fisica/article/view/67539 |
identifier_str_mv |
10.5007/2175-7941.2021.e67539 |
dc.language.iso.fl_str_mv |
por |
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por |
dc.relation.none.fl_str_mv |
https://periodicos.ufsc.br/index.php/fisica/article/view/67539/45512 |
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 |
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application/pdf |
dc.publisher.none.fl_str_mv |
Imprensa Universitária - UFSC |
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Imprensa Universitária - UFSC |
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Caderno Brasileiro de Ensino de Física; v. 38 n. 1 (2021); 139-173 2175-7941 1677-2334 reponame:Caderno Brasileiro de Ensino de Física (Online) instname:Universidade Federal de Santa Catarina (UFSC) instacron:UFSC |
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Universidade Federal de Santa Catarina (UFSC) |
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UFSC |
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UFSC |
reponame_str |
Caderno Brasileiro de Ensino de Física (Online) |
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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 |
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