Teorias de Aprendizagem - Marco Antonio Moreira - [PDF Document] · Teorias de Aprendizagem - Marco Antonio Moreira - [PDF Document]. scretch.info (Aprendizaje significativo: de la visión clásica a la visión crítica). Marco Antonio Moreira. Instituto de Física – UFRGS. Caixa Postal - Campus. . Avalilable at: scretch.info~moreira/ scretch.info 30 JUN (In Portuguese) Moreira, Marco Antonio; Masini, Elcie F. Salzano. (). Aprendizagem significativa: a teoria de David Ausubel São Paulo: Moraes.
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scretch.info - Free download as PDF File .pdf) or view presentation slides online. Quote. Postby Just» Tue Jan 29, am. Looking for teorias da aprendizagem marco antonio moreira pdf. Will be grateful for any help! Top. Ausubel publicou seus primeiros estudos sobre a Teoria da Aprendizagem Significativa em Atualmente, Marco Antonio Moreira, professor de Física da Universidade .. Available from: scretch.info Portuguese.
Ausubel era descendente de judeu, nasceu em Nova York, em e morreu em , aos 75 anos. Salzano Masini, entre outros estudiosos no Brasil 5. Assim, aprender significativamente implica atribuir significados ao novo conhecimento, com componentes pessoais presentes no sistema cognitivo de cada sujeito. Para dois autores 17 - 18 , a aprendizagem passa a ser significativa quando o professor utiliza metodologias ativas nesse processo. Novak e D. Bob Gowin. O material da unidade utiliza os organizadores para fornecer um ancoradouro antes de o aprendiz ser confrontado com um novo material.
The instrument is a diagram in "V", whose left side is the conceptual theoretical domain of the knowledge production process, which is the thinking. At the base of the "V" is the description of events to be studied in order to answer the focus questions. The right side of the "V" is the methodological domain of knowledge production and means to do so 2. One of the studies presented the construction of the Epistemological V based on a dissertation that used the Theory of Nursing Praxis Intervention in Public Health and assessed that this tool helps the training and the interpretation of any phenomenon articulated to production processes and social reproduction Regarding the application of the Theory of Meaningful Learning, it was noted that only two studies 13 - 14 followed the framework for the application of the theory completely.
Others used only some concepts of the theory, but did rigorous application. Ausubel has not proposed a fixed model step by step to implement the application of the theory of meaningful learning.
However, he has left many guidance on the basic requirements for it to happen. Scholars of this Theory, from its concepts and its structure, proposed a model to plan and implement it in teaching 2 , Under this model, the first step would be to define the specific topic to be addressed. At this stage, one must identify the concepts and hierarchical relationships between them, to sequence the content, starting from general to specific, with potentially significant organization.
These hierarchical relations are guided by the principle of progressive differentiation, in which the most general ideas and more inclusive discipline must be submitted in the beginning 2 , Four studies 13 - 14 , 20 - 21 took into account the principle of revealing what the learner already knows, that Ausubel considers the single most important factor so that learning is set 6. In Nursing, finding out what the student already knows facilitates the teaching, so that the teacher will develop increasing levels of a more complex care, especially when the content to be addressed involves the care of the sick or disease prevention, which requires the understanding of the pathophysiology, for example.
The third step of the model is to propose initial problem situations at the introductory level. At this point the teacher can use computer simulations, demos, videos, or clinical cases, for example.
The proposition of bringing the problem-situation was evident in one study 15 which highlighted the importance of causing cognitive conflict in students that led them to embark on a personal quest to solve problems. In another study 17 , students sought problem-solving situations related to the theme that would be studied in order to help them understand the work in health and nursing.
Another study used a field visit 19 so that the student could reflect on the care that was being provided in practice and then relate the theory. Other research proposed clinical cases of his own experience of the student Thus, we see the importance of proposing problems that arouse in the student interest in the subject. The fourth step is the presentation of knowledge that should be taught and learned, considering the principle of progressive differentiation, in which ideas and concepts more general and more specific discipline must be submitted at the beginning to gradually be differentiated.
The unit material uses the organizers to provide an anchor before the learner is faced with a new material. As meaningful learning is happening, new concepts are assimilated, prepared, developed and differentiated in the cognitive structure of the learner and this process occurs through the progressive differentiation and integrative reconciliation 5.
In the fifth step, the teacher should continue the presentation of knowledge, with a more complex level, new examples, and promoting an integrative reconciliation highlighting the similarities and differences from the examples and situations already worked. It must be noted that the theory does not propose a limit for the presentation of knowledge. Therefore, it is understood that this step can be repeated, since it depends on the extent of the syllabus for each subject, the resources used by the teacher and meaningful learning of the learner.
This step was perceived in two studies 13 - In the sixth step, the completion of the unit occurs, when to continue the process of progressive differentiation and integrative reconciliation through another presentation or reading text or other resource, so that students can again, in small groups, develop collaborative activities, presenting and discussing them with the class.
This step was found in four studies 15 , 17 , 19 - In the seventh step, the assessment takes place. To Ausubel, the best way to assess whether learning was meaningful is to propose to the learner a new situation, unfamiliar situation, requiring maximum transformation of the knowledge gained.
For another scholar of this theory 2 , the time of the assessment is not appropriate to new situations, but they happen continuously throughout the implementation process and, after completion, perform a summative activity with questions involving reflection and understanding of student. In his critical view, plus the Ausubel's theory, he brings to the reflection that the student is a perceiver from what is taught and the error by learning is a natural process of human learning, but unfortunately at school, mistakes are punished.
In this aspect of the assessment, some studies have used the conceptual map as a tool to check prior knowledge of the learner and identify the changes of new content and the relationship between them 21 - The concept map is useful for teaching, assessment and learn, but it must be assessed qualitatively to interpret the information given by the student in order to get meaningful learning of evidence 2.
For Nursing, the assessment based on real situations as clinical cases and simulations enriches the process of teaching and learning because enables a more close-to-real situation cases, as students would behave in front of the patient and the appropriate time to the teacher intervene in the knowledge transformation. Ausubel 6 adds that the natural history of meaningful learning does not end with the acquisition of new meanings, but it is always followed by retention or forgetfulness, making up own results and natural consequences, because everything you learn can be retained or forgotten.
Meaningful learning requires conditions for this complexity and totality of the cultural and social being in their manifestations in physical, affective and cognitive languages. It involves understanding that learning occurs individually for each person, and related to relationships of the person, who learns from the object of knowledge in each specific situation and in the interaction subject-learner with subject-teacher in a cultural and social context to which they belong 9. In nursing, a dissociation of the teacher to technicality is a necessity, bringing them to the field of human sensitivity, where the perceptual experience of being with the other makes the student able to reflect, to relate, to understand and approach the being cared, transforming the learning spaces for meaningful experiences Other researches can be performed in other areas of knowledge such as education, psychology and physics, which have applied the theory in the classroom, in teaching simple and complex topics in order to compare how education becomes meaningful in these areas and in nursing education.
These findings may provide new methodologies and strengthen the dissemination of this theory in health. Among the few studies that addressed the topic, only some were related to meaningful learning from the theory of David Ausubel.
Overall, there were many difficulties to find studies that worked directly with the theory under the Nursing scope and to identify aspects that support its application. Concomitant to this, the step by step development of the teaching and learning process was feasible only when other scholars developed the application of the Theory.
Recent statistical studies have demonstrated that LCPBSE has a relevant role to reduce educational gaps in conceptual and operational fields in the basic sciences to engineering, in addition to working essential topics to the basic courses of undergraduate.
Thus, this paper has as objective to explain how the LCPBSE supports students and it tries to understand what epistemological learning mechanism under the factors contributing to students academic performance increasing.
The methodology was based on the bibliographical research of several authors who study the cognitive learning. According to Ausubel, for learning to be meaningful, it is necessary for the new information to relate to a relevant aspect already existing in the learner's cognitive structure. These relevant aspects are called subsumers, which serve as an anchor for the new knowledge to be acquired.
Based on this, the LCPBSE classes may be serving as an organizer of the students' subsumers, so that they can attend the Calculus classes already with the necessary prior knowledge.
Finally, we concluded that the organization of subsumers can be a critical strategy used to improve learning and to decrease the evasion rates. Cadernos de pesquisa, v. LOBO, M. Cadernos, n. National Assessment Report — Portugal.
Having emerged as an innovative action in the Angolan context, the evaluation of the project results is a way to support an empirically sustainable practice. The results of the assessment process were presented to the different stakeholders and an article is currently being produced.
Scientific Production M. Oliveira, A. Santos, M. Pereira no prelo. Other Production M. Presented — Moreira, P. The project also included the production of a scientific article, several communications in meetings, the organisation of the conferences on Education in Angola and the development of an advocacy manual.
Scientific Production Submetido a 19 julho — M. Oliveira, M.
Silva, A. Presented — M. Published e Presented — M. Silva, H. Silva, M. Santos, J. Canedo, M. Silva, V.
Oliveira Allcool - Raising awareness and action research on heavy episodic drinking among low income youth and young adults in Southern Europe Researcher in charge: Cristiana Pires The main goal of this pilot-project is to develop and implement an innovative and sustainable methodological model that decreases the risks associated with binge drinking at regional, national and international levels.
This project is being implemented in three European cities and acts as a precursor in terms of design, implementation and validation of innovative practices and methodologies in the research and intervention on binge drinking, while also producing recommendations that support the implementation of municipal, national and international polices adapted to this increasing phenomenon.
Paper presented in Check! Lisbon, Portugal. Vale Pires, C. Allcool: Raising awareness and action-research on Heavy Episodic Drinking among low income youth and young adults in Southern Europe. Paper presented at 10th International Conference on Nightlife, substance use and related health issues, 24 — 26 May Ireland: Dublin.
Other Production: Pereira, J. European Policy Recommendations. This project aims to improve awareness and knowledge of drugs and NPS and their risks and effect, particularly among partygoers; furthermore, it intends to understand implications and use patterns concerning NPS and related cross-cultural differences and inform local and national drug service providers about NPS and cultural factors influencing drug consumption patterns.
Hence the implementation of this action-research pilot-project, which aims to: 1 diagnose the alcohol use patterns among the target-populations; 2 promote the development of specific interventions and 3 develop HR guidelines focused on vulnerable alcohol users. Deeply rooted in participation, community, empowerment and pragmatic humanism principles, GIRA aims to promote reflection at all its levels and stages and establish relations between several members of community to whom the alcohol use is a relevant theme.
Scientific Production Presented — J. Vilares, L. Parodi, C. Lameira, C.