A teoria da flexibilidade cognitiva aplicada em ambientes virtuais : investigando estratégias de ensino alinhadas aos desafios do [novo] perfil do profissional em educação

• Ano de defesa: 2009
• Autor(a) principal: ARAÚJO, Flávia Pereira de
• Orientador(a): LEÃO, Marcelo Brito Carneiro
• Banca de defesa: LYRA, Arine Maria Víveros de Castro, FERREIRA, Helaine Sivini, AMARAL, Edenia Maria Ribeiro do
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• dARK ID: ark:/57462/00130000053ph
• Idioma: por
• Instituição de defesa: Universidade Federal Rural de Pernambuco
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ensino das Ciências
• Departamento: Departamento de Educação
• País: Brasil
• Palavras-chave em Português: Ambiente virtual; Flexibilidade cognitiva; Prática docente; Educação a distância
• Palavras-chave em Inglês: Cognitive flexibility; Virtual environment; Teaching practice; Teaching and learning
• Área do conhecimento CNPq: CIENCIAS HUMANAS::EDUCACAO
• Link de acesso: http://www.tede2.ufrpe.br:8080/tede2/handle/tede2/5474

The approach of teaching is increasingly a challenge in front of the technological tools, provided by the Information Society. Under the backdrop of the Cognitive Flexibility Theory, this Research investigates the application of this theory in Learning Management Systems, from the adoption of strategies to support the learning mediation, giving students learn to learn and collaborative learn. The analysis is on the basis of Research and Teaching Intervention, students with high school, proposed on hyperdocument. Among the results of the application, found that the application of the elements of this theory helps in the studies organization in relation to the approach of teaching complex and illstructured contents. As a contribution, this research highlights the need for the adoption of control mechanisms, which favors the view of the current state of development of activities performed by the student. Also indicate the need to alert to the student, the goals of learning, inherent in the desired result and express what this can do when you have dominated. And finally, it points to the need for integration of the student, the process of interaction and collaboration among peers, leading it to independence in the production of knowledge, positioning it as the author and/or co-author in the (re)construction of knowledge, opening a conversation channel without limits, and directing the use of resources in hyperdocument.