Modelo de ensino para mudanças cognitivas: um instrumento para o planejamento do ensino e a avaliação da aprendizagem em ciências

Abstract

This study intends at discussing the theoretical basis of a constructivist model for the teaching of science and at the same time its empirical validation. The teaching model departs from the theory of causal knowledge building proposed by Piaget and Garcia (1984), according to which the focus of individuals theories shifts from intra- object attributes to inter-object relations and, finally to higher order relationships, named trans-object phase. The model consists of instruments for the planning of instruction and for assessment of learning. An instructional unity on thermal physics was developed according to the model and used with students of year 8 in the study of Thermal Regulation Processes in Living Beings. Departing from a set of categories based on considerations of the structure of the content subject and of the learning processes, the teaching unity was organised following a sequence of increasing complexity. A posture of alternating between reflecting and acting was carefully adopted so as to respond to the adaptations required resulting during application. The same categories are used to assess learning outcomes. The learning trajectories of four students are examined in detail during the whole course, seeking for evidences indicating progression in their forms of understanding. We expected to develop learning landmarks from such analysis. Findings indicate the model (i) offers valuable instruments for organising instruction compatible with learning processes that it intends to promote; (ii) allows the teacher to adopt a diversity of teaching aims so as to promote differentiated progressions according to individual interests and skills of their students; (iii) incentives reflection on teaching and learning by recognising the evolution of students thinking.