Aprendendo a Neurobiologia do aprender: uma proposta investigativa para melhorar a aprendizagem discente

Abstract

Biology teaching contributes relevant knowledge to the student's quality of life and autonomy. Advances in the area of cognitive neuroscience have contributed to improving the understanding of how the learning process occurs. A didactic sequence that leads the student to associate his learning about the nervous system with his own cognitive process is the object of study of this research, and aims stimulating a conscious, self-regulating behavioral change based on the neurobiological bases of learning. Pedagogical intentionality in this sense of approaching the nervous system can facilitate “Learning to learn”. The work was carried out with high school students from a state public school in the city of Belo Horizonte. The student's conceptions were investigated using international indicators. The survey “Understanding how you study and learn” was also applied, in order to characterize the student's perception of factors associated with learning. The data were analyzed by quantitative and qualitative methods. The results demonstrated that students' conceptions about learning are superficial. Among the aspects that could influence learning, factors associated with emotions seems favoring learning, and the lack of attention added to intrapersonal relationships are the ones that difficult learning. Moreover, the study also showed that motivation has great relevance in the knowledge acquisition process. It is also possible to realize that these students need to be encouraged to create perspective, plan for the future, and have goals that motivate them. The data also revealed the need to investigate the conceptions and mechanisms that stimulate the development of attention, especially voluntary attention and the recognition of the neurobiological mechanisms that involve it and can favor learning.