A evolução temporal da competência em física escolar e habilidades cognitivas amplas na primeira série do ensino médio

• Ano de defesa: 2011
• Autor(a) principal: Dilvana Maria Fiorini de Aguiar Moreira
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de Minas Gerais; UFMG
• Palavras-chave em Português: Educação; Física (Ensino médio) Estudo e ensino; Ensino médio
• Link de acesso: http://hdl.handle.net/1843/BUOS-8MAJZY

This investigation report relates a research about the existence of relation between temporal evolution of learning in school physics, represented as school physics compentency, and six human intelectual abilities, proposed by Carrol (1993). This investigation is situated in the thematic field in which is studied the relation between school learning and large cognitive abilities. Two questions oriented the research: (1) temporal evolution of school physics dependence with contextual and demografic variables, and after controlling of these dependency effects, (2) relation between temporal evolution of school physics competency and some large cognitive abilities detached from II extract of Carrol model. Student cognitive data obtained from prior investigation (Gomes, 2010) and ordinary school tests results existing in academic school registries constituted the research data. It was constructed an interval scale from school tests results, these of ordinal nature, to measuring school physics compentency in three different occasions during the school year. The cognitive ability marking test results from I extract of Carrol model provided the data to constructing interval scales (based in patterned scores) for six large abilities measured by BaFaCaLo battery (Gomes, 2010). It was also constructed dicotomic or categorical indexes for contextual and demografic variables. The temporal evolution of school physics compentency was analised by multilayered model of multiple regression, with an intra-individual and other inter-individual layers. Intra-individual layer shows school physics compentency of each student varying with time in a linear and systematic form, besides presenting aleatory variation between occasions durint the year. The inter-individual layer, as interception and inclination of each student, shows dependency with demografic variables (gender, age and familiar profits), contextual (presence frequency in class, school class, physics teacher, mother and father schooling) and with these large cognitive abilities: fluid intelligence (Gf), crystallized intelligence (Gc), visual-spatial ability (Gv), fluency (Gr), short-term memory (Gms) and cognitive speed (Gs). After controlling of demografic and contextual variables effects, the result shows fluid intelligence and short-term memory differing students according to their school physics competency in the begining of school year, and fluid intelligence influencing rate of change of school physics compentency during the school year