Criatividade e metacognição: desenvolvendo e avaliando um programa de estímulo na pós-graduação a distância

• Ano de defesa: 2023
• Autor(a) principal: Casatti, Denise
• Orientador(a): Schelini, Patrícia Waltz
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Federal de São Carlos; Câmpus São Carlos
• Programa de Pós-Graduação: Programa de Pós-Graduação em Psicologia - PPGPsi
• Palavras-chave em Português: Metacognição; Criatividade; Estimulação cognitiva
• Palavras-chave em Inglês: Metacognition; Creativity; Cognitive stimulation; Metacognición; Creatividad; Estimulación cognitiva
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO; CIENCIAS HUMANAS::PSICOLOGIA; CIENCIAS SOCIAIS APLICADAS::COMUNICACAO; CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM; CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM::APRENDIZAGEM E DESEMPENHO ACADEMICOS; CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM::TREINAMENTO DE PESSOAL; CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL::PROCESSOS COGNITIVOS E ATENCIONAIS; CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA EXPERIMENTAL::PROCESSOS DE APRENDIZAGEM, MEMORIA E MOTIVACAO; CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA SOCIAL::PROCESSOS GRUPAIS E DE COMUNICACAO; CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA COGNITIVA; CIENCIAS HUMANAS::PSICOLOGIA::PSICOLOGIA DO ENSINO E DA APRENDIZAGEM
• Link de acesso: https://repositorio.ufscar.br/handle/20.500.14289/18775

The main objective of this study was to develop a program to stimulate creative and metacognitive skills in graduate students in distance education, evaluating its feasibility and quantitative and qualitative effects. The research also investigated the participants' knowledge about their own creativity, that is, their metacognitive knowledge of creativity, as well as how they performed metacognitive monitoring of creative tasks, focusing on exercises to stimulate fluency, flexibility, and elaboration skills. The intervention was conducted during the elective course "Creativity, Metacognition, and Communication: Stimulating Skills in the Educational Area", intended for 196 students and alumni of the specialization in Computer Science Applied to Education, a distance graduate program offered by the Institute of Mathematics and Computer Science (ICMC) of USP. These students were divided into two groups (experimental and control), with 98 participants in each, and invited to sign the Free and Informed Consent Form and to respond all the questions proposed in the pre-test and post-test, in which were used as instruments the Torrance Verbal Creativity Assessment/Test and the Verbal Creativity Monitoring Technique. At the end of the eight-week intervention, consisting of five stimulating exercises proposed to the experimental group, 13 participants from each group met all the pre-established criteria for quantitative data analysis: they signed the Free and Informed Consent Form and responded to all the questions proposed in the pre-test and post-test. The quantitative results obtained in the pre- and post-tests showed that there were moderate effects in the experimental group, although not statistically significant, in relation to the measured creative characteristics. On the other hand, in relation to metacognition, moderate to large effects were detected, as well as greater accuracy, in the post-test, in the metacognitive judgments of creative tasks. The qualitative evidence of the program was presented through reflective thematic analysis, carried out on 265 texts, images, and other productions of the participants in the experimental group, as a consequence of the stimulating exercises. The results revealed that there were positive impacts on the participants in the experimental group, but there is potential to obtain more significant results in future studies, if the limitations identified in this research are overcome. The main contribution of the work was to prove the feasibility of implementing stimulation programs that promote the intersection of creative and metacognitive skills in graduate students in distance education.