Contextualized learning: foundations pedagogical and practices
Autor(a) principal: | |
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Data de Publicação: | 2015 |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Educação e Pesquisa |
Texto Completo: | https://www.revistas.usp.br/ep/article/view/105651 |
Resumo: | In this article, I examine contextualized learning and its pedagogical and psychological foundations, namely those related to critical pedagogy and situated learning. Based on studies about cognitive functioning and on empirical research, I focus on the analysis of some of contextualized learning main ideas, such as student experienced based curricula, authentic learning, and discovery methods. According to cognitive theories, such as Cognitive Load Theory, authentic learning does not promote knowledge acquisition and knowledge automation. In the same manner, authentic learning does not reduce the cognitive load imposed by learning tasks. In regard to empirical research, there is evidence that guided methods of instruction are beneficial to learning. However, there is also evidence of the efficacy of enhanced or assisted discovery methods. These results highlight the need for developing further research centered on the relationship between guided and discovery instruction and, in this way, for looking for bridges between different educational theoretical approaches. |
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Contextualized learning: foundations pedagogical and practicesA aprendizagem contextualizada: análise dos seus fundamentos e práticas pedagógicasIn this article, I examine contextualized learning and its pedagogical and psychological foundations, namely those related to critical pedagogy and situated learning. Based on studies about cognitive functioning and on empirical research, I focus on the analysis of some of contextualized learning main ideas, such as student experienced based curricula, authentic learning, and discovery methods. According to cognitive theories, such as Cognitive Load Theory, authentic learning does not promote knowledge acquisition and knowledge automation. In the same manner, authentic learning does not reduce the cognitive load imposed by learning tasks. In regard to empirical research, there is evidence that guided methods of instruction are beneficial to learning. However, there is also evidence of the efficacy of enhanced or assisted discovery methods. These results highlight the need for developing further research centered on the relationship between guided and discovery instruction and, in this way, for looking for bridges between different educational theoretical approaches.Neste artigo, é abordada a aprendizagem contextualizada, bem como alguns dos seus fundamentos pedagógicos e psicológicos, nomeadamente aqueles que se reportam à pedagogia crítica e à aprendizagem situada. Partindo de estudos acerca do funcionamento cognitivo humano e de resultados de investigações empíricas, é dedicada uma especial atenção à análise de algumas das suas ideias fundamentais, como a de que os currículos devem basear-se na experiência dos alunos, a de que a aprendizagem necessita partir de atividades autênticas, e a que advoga o recurso aos métodos da descoberta. Muitos trabalhos da psicologia cognitiva, como os da teoria da carga cognitiva, não reforçam a ideia de uma aprendizagem baseada em atividades autênticas, na medida em que esta não promove a aquisição e automatização de conhecimentos em um domínio de especialidade nem reduz a carga cognitiva imposta pelas tarefas. Quanto aos estudos empíricos, embora eles mostrem que uma instrução guiada traz benefícios à aprendizagem, também revelam que a descoberta, se acompanhada de orientações, pode mostrar-se eficaz. Este resultado chama a atenção para a necessidade de se desenvolver investigação que, explorando as relações entre os dois tipos de métodos, permita um melhor conhecimento de como dosear a descoberta com instruções e, simultaneamente, abra a possibilidade de um diálogo entre diferentes concepções de educação.Universidade de São Paulo. Faculdade de Educação2015-09-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://www.revistas.usp.br/ep/article/view/10565110.1590/S1517-9702201507128518Educação e Pesquisa; v. 41 n. 3 (2015); 713-727Educação e Pesquisa; Vol. 41 No. 3 (2015); 713-727Educação e Pesquisa; Vol. 41 Núm. 3 (2015); 713-7271678-46341517-9702reponame:Educação e Pesquisainstname:Universidade de São Paulo (USP)instacron:USPporhttps://www.revistas.usp.br/ep/article/view/105651/104342Copyright (c) 2017 Educação e Pesquisainfo:eu-repo/semantics/openAccessFestas, Maria Isabel Ferraz2016-01-20T17:18:40Zoai:revistas.usp.br:article/105651Revistahttps://www.revistas.usp.br/ep/indexPUBhttps://www.revistas.usp.br/ep/oai||revedu@usp.br1678-46341517-9702opendoar:2016-01-20T17:18:40Educação e Pesquisa - Universidade de São Paulo (USP)false |
dc.title.none.fl_str_mv |
Contextualized learning: foundations pedagogical and practices A aprendizagem contextualizada: análise dos seus fundamentos e práticas pedagógicas |
title |
Contextualized learning: foundations pedagogical and practices |
spellingShingle |
Contextualized learning: foundations pedagogical and practices Festas, Maria Isabel Ferraz |
title_short |
Contextualized learning: foundations pedagogical and practices |
title_full |
Contextualized learning: foundations pedagogical and practices |
title_fullStr |
Contextualized learning: foundations pedagogical and practices |
title_full_unstemmed |
Contextualized learning: foundations pedagogical and practices |
title_sort |
Contextualized learning: foundations pedagogical and practices |
author |
Festas, Maria Isabel Ferraz |
author_facet |
Festas, Maria Isabel Ferraz |
author_role |
author |
dc.contributor.author.fl_str_mv |
Festas, Maria Isabel Ferraz |
description |
In this article, I examine contextualized learning and its pedagogical and psychological foundations, namely those related to critical pedagogy and situated learning. Based on studies about cognitive functioning and on empirical research, I focus on the analysis of some of contextualized learning main ideas, such as student experienced based curricula, authentic learning, and discovery methods. According to cognitive theories, such as Cognitive Load Theory, authentic learning does not promote knowledge acquisition and knowledge automation. In the same manner, authentic learning does not reduce the cognitive load imposed by learning tasks. In regard to empirical research, there is evidence that guided methods of instruction are beneficial to learning. However, there is also evidence of the efficacy of enhanced or assisted discovery methods. These results highlight the need for developing further research centered on the relationship between guided and discovery instruction and, in this way, for looking for bridges between different educational theoretical approaches. |
publishDate |
2015 |
dc.date.none.fl_str_mv |
2015-09-01 |
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://www.revistas.usp.br/ep/article/view/105651 10.1590/S1517-9702201507128518 |
url |
https://www.revistas.usp.br/ep/article/view/105651 |
identifier_str_mv |
10.1590/S1517-9702201507128518 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://www.revistas.usp.br/ep/article/view/105651/104342 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2017 Educação e Pesquisa info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2017 Educação e Pesquisa |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
publisher.none.fl_str_mv |
Universidade de São Paulo. Faculdade de Educação |
dc.source.none.fl_str_mv |
Educação e Pesquisa; v. 41 n. 3 (2015); 713-727 Educação e Pesquisa; Vol. 41 No. 3 (2015); 713-727 Educação e Pesquisa; Vol. 41 Núm. 3 (2015); 713-727 1678-4634 1517-9702 reponame:Educação e Pesquisa instname:Universidade de São Paulo (USP) instacron:USP |
instname_str |
Universidade de São Paulo (USP) |
instacron_str |
USP |
institution |
USP |
reponame_str |
Educação e Pesquisa |
collection |
Educação e Pesquisa |
repository.name.fl_str_mv |
Educação e Pesquisa - Universidade de São Paulo (USP) |
repository.mail.fl_str_mv |
||revedu@usp.br |
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1787713811520684032 |