O efeito de instruções sobre estrategias metacognitivas de crianças pre-escolares em solução de problema geometrico : um estudo exploratorio

AUTOR(ES)
DATA DE PUBLICAÇÃO

1997

RESUMO

The possibility to improve learning through the development of metacognitive strategies, is an area of research motivating great interest and generating an ever increasing number of studies in the field of cognitive psychology. The aim of this study was verify, in an exploratory way, if the instruction of cognitive strategies for preschooler children increase their performance in activities demanding spatial reasoning. Thirty subjects with ages ranging from 5(5) to 6(8) belonging to a public school were assigned randomly to two groups: an experimental group and a control group. During two months the members of the two groups participated in playing activities of exploration of the characteristics of a cube. The experimental group, throughout theses activities, received specific instructions of cognitive strategies. The two groups were tested in problem solving tasks before and after these activities, and the performance of their members assessed. The results of these tests were compared, and it was found a significant difference in the performance of the experimental group. This analysis was complemented by a qualitative one, confirming the statistical findings

ASSUNTO(S)

geometria - estudo e ensino metacognição psicologia cognitiva educação pre-escolar

ACESSO AO ARTIGO

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