POPULARIZATION OF EFFICIENT SCIENCE-BASED STUDY TECHNIQUES THROUGH ACTIONS IN SCHOOLS, MEDIA AND INTERNET
Palavras-chave:
Mídia e Ciência, Popularização da Ciência, Comunicação Científica
Resumo
Popularização de técnicas de estudo eficientes por meio de ações em escolas, mídia e internet
Resumo: Pesquisas mostram que alunos e professores muitas vezes desconhecem as técnicas de estudo que melhor promovem a aprendizagem duradoura. Aqui descrevemos a popularização de duas técnicas de aprendizagem: prática de lembrar e prática de distribuir, que foram divulgadas através de palestras, artigos na mídia, redes sociais e conferências. Também mostramos que essas técnicas podem ser usadas no cotidiano por meio do celular (mobile-learning) com um aplicativo gratuito. Em 2015-2016, instituições de 6 cidades brasileiras foram visitadas pelos pesquisadores e as notícias do projeto foram divulgadas nas redes sociais. Mais de 1300 alunos assistiram às palestras pessoalmente. Foram rastreados 30 postagens em revistas impressas e sites de notícias que publicaram notícias sobre este projeto. Concluímos que as técnicas de estudo podem ser disseminadas em grande escala por estudantes e professores pela comunidade científica com a ajuda da mídia. Isso é especialmente relevante em países em desenvolvimento, onde as práticas educacionais ainda estão subfinanciadas.
Palavras-chave: Mídia e Ciência, Popularização da Ciência, Comunicação Científica
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Referências
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SON, L. K. Spacing one’s study: evidence for a metacognitive control strategy. Journal of Experimental Psychology: Learning, Memory, and Cognition, v. 30, n. 3, p. 601–604, 2004.
SUGIMOTO, C. R. et al. Scientists Popularizing Science: Characteristics and Impact of TED Talk Presenters. PLoS ONE, v. 8, n. 4, p. 2–9, 2013.
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WEINSTEIN, Y.; MCDERMOTT, K. B.; ROEDIGER, H. L. A comparison of study strategies for passages: rereading, answering questions, and generating questions. Journal of Experimental Psychology: Applied, v. 16, n. 3, p. 308–16, 2010.
PISA. Available in < http://www.oecd.org/pisa/ > Acessed in December 21, 2017.
BJORK, E. L.; BJORK, R. A. Making things hard on yourself, but in a good way: creating desirable difficulties to enhance learning. Psychology and the Real World: Essays illustrating fundamental contributions to society, 2011, p. 55–64.
BJORK, R. A.; DUNLOSKY, J.; KORNELL, N. Self-regulated learning: beliefs, techniques, and illusions. Annual Review of Psychology, v. 64, n. 1, p. 417-444, 2013.
BRATEN, I.; BRAASCH, J. L. G. Key issues in research on students’ critical reading and learning in the 21st century information society. In: NG, C.; BARTLETT, B. (Eds.). Improving Reading and Reading Engagement in the 21st Century. [s.l.]: Springer Singapore, 2017. p. 77–98.
BRITT, M. A.; RICHTER, T.; ROUET, J. F. Scientific literacy: the role of goal-directed reading and evaluation in understanding scientific information. Educational Psychologist, v. 49, n. 2, p. 104–122, 2014.
BUTLER, A. C.; ROEDIGER, H. L. Feedback enhances the positive effects and reduces the negative effects of multiple-choice testing. Memory & Cognition, v. 36, n. 3, p. 604–616, 2008.
CARBONARO, W.; WORKMAN, J. Intermediate peer contexts and educational outcomes: do the friends of students’ friends matter? Social Science Research, v. 58, p. 184-197, 2016.
CEPEDA, N. J. et al. Spacing effects in learning: a temporal ridgeline of optimal retention. Psychological Science, v. 19, n. 11, p. 1095–1102, 2008.
COMAN, A.; HIRST, W. Social identity and socially shared retrieval-induced forgetting : The effects of group membership. Journal of Experimental Psychology: General, v. 144, n. 4, p. 717–722, 2015.
DUNLOSKY, J. et al. Improving students’ learning with effective learning techniques: Promising directions from cognitive and educational psychology. Psychological Science in the Public Interest, Supplement, v. 14, n. 1, p. 4–58, 2013.
EKUNI, R.; POMPEIA, S. O impacto da divulgação científica na perpetuação de neuromitos na educação. Revista da Biologia, v. 15, n. 1, p. 21-28, 2018.
EKUNI, R. et al. Projeto de Extensão Grupo de Estudos em Neurociência: divulgando neurociência e despertando vocações. Revista Brasileira de Extensão Universitária, v. 5, n. 2, p. 55-9, 2014.
FISKE, S. T.; DUPREE, C. Gaining trust as well as respect in communicating to motivated audiences about science topics. PNAS, v. 111, p. 13593–13597, 2014.
HARSHAW, C.; MARCINOWSKI, E.; CAMPBELL, J. Communicating developmental psychobiology to the masses: why psychobiologists should contribute to Wikipedia. Developmental Psychobiology, v. 56, n. 7, p. 1439–1441, 2014.
HASHEMI, M. et al. What is mobile learning? Challenges and capabilities. Procedia - Social and Behavioral Sciences, v. 30, p. 2477–2481, 2011.
HIJMANS, E.; PLEIJTER, A.; WESTER, F. Covering scientific research in Dutch newspapers. Science Communication, v. 25, n. 2, p. 153–176, 2003.
KANG, S. H. K.; MCDERMOTT, K. B.; ROEDIGER, H. L. Test format and corrective feedback modify the effect of testing on long-term retention. European Journal of Cognitive Psychology, v. 19, n. 4–5, p. 528-558, 2007.
KARPICKE, J. D.; BUTLER, A. C.; ROEDIGER, H. L. Metacognitive strategies in student learning: do students practise retrieval when they study on their own? Memory, v. 17, n. 4, p. 471–479, 2009.
KARPICKE, J. D.; ROEDIGER, H. L. Is expanding retrieval a superior method for learning text materials? Memory & Cognition, v. 38, n. 1, p. 116–124, 2010.
LEVANDOVSKI, R.; SASSO, E.; HIDALGO, M. P. Chronotype: a review of the advances, limits and applicability of the main instruments used in the literature to assess human phenotype. Trends in Psychiatry and Psychotherapy, v. 35, n. 1, p. 3–11, 2013.
PASQUINELLI, E. Neuromyths: why do they exist and persist? Mind, Brain, and Education, v. 6, n. 2, p. 89–96, 2012.
PICCI, G.; SCHERF, K. S. From caregivers to peers: puberty shapes human face perception. Psychological Science, v. 27, n. 11, p. 1461–1473, 2016.
PUTNAM, A. L.; SUNGKHASETTEE, V. W.; ROEDIGER, H. L. Optimizing learning in college: tips from cognitive psychology. Perspectives on Psychological Science, v. 11, n. 5, p. 652–660, 2016.
ROEDIGER, H. L. Applying cognitive psychology to education: translational educational science. Psychological Science in the Public Interest, v. 14, n. 1, p. 1–3, 2013.
ROEDIGER, H. L.; KARPICKE, J. D. The power of testing memory: basic research and implications for educational practice. Perspectives on Psychological Science, v. 1, n. 3, p. 181–210, 2006.
ROEDIGER, H. L.; NESTOJKO, J. F. The relative benefits of studying and testing on long-term retention. IN:
RAAIJMAKERS, J. G. W., et al. (eds.) Cognitive modeling in perception and memory: A festschrift for Richard M. Shiffrin. New York: Psychology Press, 2015. p. 99–111.
ROEDIGER, H. L.; PUTNAM, A. L.; SMITH, M. A. Ten benefits of testing and their applications to educational practice. In: MESTRE, J.; ROSS. B. (Eds.). Psychology of Learning and Motivation: Cognition in Education. Oxford: Elsevier, 2011. v. 55, p. 1–36.
ROEDIGER, H. L.; PYC, M. A. Inexpensive techniques to improve education: Applying cognitive psychology to enhance educational practice. Journal of Applied Research in Memory and Cognition, v. 1, p. 242–248, 2012.
ROWLAND, C. A. The effect of testing versus restudy on retention: a meta-analytic review of the testing effect. Psychological Bulletin, v. 140, n. 6, p. 1–32, 2014.
SON, L. K. Spacing one’s study: evidence for a metacognitive control strategy. Journal of Experimental Psychology: Learning, Memory, and Cognition, v. 30, n. 3, p. 601–604, 2004.
SUGIMOTO, C. R. et al. Scientists Popularizing Science: Characteristics and Impact of TED Talk Presenters. PLoS ONE, v. 8, n. 4, p. 2–9, 2013.
VARGAS, L. S. et al. The use of Facebook as a tool to increase the interest of undergraduate students in physiology in an interdisciplinary way. AJP: Advances in Physiology Education, v. 38, n. 3, p. 273–276, 2014. Available in: < http://ajpadvan.physiology.org/cgi/ doi/10.1152/advan.00015.2014 >
WEINSTEIN, Y.; MCDERMOTT, K. B.; ROEDIGER, H. L. A comparison of study strategies for passages: rereading, answering questions, and generating questions. Journal of Experimental Psychology: Applied, v. 16, n. 3, p. 308–16, 2010.
PISA. Available in < http://www.oecd.org/pisa/ > Acessed in December 21, 2017.
Publicado
30-08-2018
Como Citar
EKUNI, R.; SOUZA, B.; POMPEIA, S. POPULARIZATION OF EFFICIENT SCIENCE-BASED STUDY TECHNIQUES THROUGH ACTIONS IN SCHOOLS, MEDIA AND INTERNET. Revista Brasileira de Extensão Universitária, v. 9, n. 2, p. 125-133, 30 ago. 2018.
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