Student Learning: What Has Instruction Got to Do With It?

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Universidade de Brasília
 Instituto de Psicologia -Departamento de Psicologia Social e do Trabalho
Primeiro Período Letivo de 2007
Disciplina: Treinamento e Desenvolvimento de Pessoal

Aluno(a): Walner Mamede Jr
Matrícula: 11/0164202

Sinopse Crítica – Textos Teóricos

Autor(es) do texto
Hee Seung Lee & John R. Anderson
Ano
2012
Titulo
Student Learning: What Has Instruction Got to Do With It?
Fonte (Livro, revista, jornal)
Annu. Rev. Psychol.
Editor(a)
Local
Páginas

Objetivos
Observações
- Discutir as vantagens e desvantagens dos chamados métodos construtivistas em relação aos métodos mais tradicionais de ensino e aprendizagem

Idéias Principais
Observações
A aprendizagem é mais significativa e participativa quando o ambiente é propício e o professor não “entrega” o conhecimento pronto ao aluno, permitindo que ele o descubra por si mesmo, em uma perspectiva construtivista? Para alguns, não há dúvidas de que isso aprimora, além de competências metacognitivas, a capacidade de perguntar, investigar, aprender com os erros e transferir aprendizagens, gerando uma motivação intrínseca benéfica à produção cognitiva. Contudo, questiona-se a eficiência dos métodos construtivistas de aprendizagem para a aquisição de conceitos e princípios básicos sobre o objeto de estudo, assim como para aplicação precisa e econômica de uma estratégia na solução de um problema prático, quando comparada com o método tradicional. Apesar de algumas pesquisas empíricas evidenciarem uma melhor relação com a aprendizagem entre alunos que são submetidos a um método interativo de ensino, outras (Chen & Klahr 1999; Klahr & Nigam 2004, Matlen & Klahr 2010) têm demonstrado o oposto, apontando a necessidade de intervenção direta de alguém mais experiente sobre o processo de aprendizagem. Isso é evidenciado quando observamos que crianças aprendem melhor se, em sua interação com o objeto, têm a relação mediada por um adulto que lhe possibilita explorar suas diversas

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