Detalhes bibliográficos
| Ano de defesa: |
2024 |
| Autor(a) principal: |
Sato, Harley Arlington Koyama
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| Orientador(a): |
Ronca, Antonio Carlos Caruso
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| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Tese
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Pós-Graduação em Educação: Psicologia da Educação
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| Departamento: |
Faculdade de Educação
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://repositorio.pucsp.br/jspui/handle/handle/42768
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Resumo: |
The fundamental theme of this research is the learning that a group of students in the enrolment process for university, applying for a place on the medical course showed when they attended the ‘Meta Course’, which consisted of eight meetings over the course of 2023. All the students, who were the subjects of this research, had already finished secondary education at the time and volunteered knowing that the data they produced could be used in a research project. The course offered cognitive development activities in Physics based on Meaningful Learning Theory proposed by David Ausubel with contributions from Joseph D. Novak, and metacognitive development activities guided by the work of John H. Flavell with support from Patrícia H. Miller and Scott A. Miller. In both types of learning, the main focus of the research was on the qualitative nature of how this process occurred for the research subjects. The data was produced using three different instruments: (1) Physics teaching activities that stimulated the students’ cognitive development during the Didactic Sequence; (2) questionnaires structured to encourage and investigate the Metacognition process; (3) Reflective Approach Interviews about how the students’ learning occurred in the Meta Course. The research data was analyzed making use of the ‘analysis of meanings’ methodology. The results of the research revealed relevant information for understanding the cognitive and metacognitive learning process of these students, such as the evolution in Physics and Metacognitive learning, some affections for the students involved in this process, the importance of cognition and metacognition going hand in hand and how the development of one influences the development of the other, the evolution when you have a method for solving an exercise, the appreciation of the attention given to the acquisition of concepts, some difficulties due to mechanical learning, the improvement of awareness about what you know and what you do not know, the importance of including the factor as a determining factor for learning, the pleasure and satisfaction of learning in a meaningful way |
