POPULARIZATION OF EFFICIENT SCIENCE-BASED STUDY TECHNIQUES THROUGH ACTIONS IN SCHOOLS, MEDIA AND INTERNET
DOI:
https://doi.org/10.24317/2358-0399.2018v9i2.7842Palabras clave:
Medios y Ciencia, Popularización de la Ciencia, Communicación de la CienciaResumen
Resumen: La investigación muestra que los estudiantes y los profesores a menudo desconocen las técnicas de estudio que mejor promueven el aprendizaje a largo plazo. Aquí describimos la popularización de dos técnicas de aprendizaje: práctica de recuperación y práctica distribuida, que fueron diseminadas a través de conferencias, artículos en los medios, redes sociales, conferencias y mostramos que estas técnicas pueden ser utilizadas en la vida cotidiana a través del teléfono móvil (mobile-learning) con una aplicación gratuita En 2015-2016, las instituciones de 6 ciudades en Brasil fueron visitadas por los investigadores y las noticias del proyecto se lanzaron en las redes sociales. Más de 1300 estudiantes asistieron a las conferencias en persona. Rastreamos 30 lanzamientos en revistas impresas y noticias de sitios web que publicaron sobre este proyecto. Concluimos que las técnicas de estudio pueden ser diseminadas a estudiantes y profesores a gran escala por la comunidad científica con la ayuda de los medios de comunicación. Esto es especialmente relevante en los países en desarrollo donde las prácticas educativas todavía no cuentan con los fondos suficientes.
Palabras-clave: Medios y Ciencia, Popularización de la Ciencia, Comunicación de la Ciencia
Descargas
Los datos de descarga aún no están disponibles.
Referencias
AGARWAL, P. K. et al. How to use retrieval practice to improve learning. 2013. Available in: http://pdf.retrievalpractice.org/guide/RetrievalPracticeGuide_Portuguese.pdf >
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.
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.
Descargas
Publicado
30-08-2018
Número
Sección
Artículos
Licencia
Los autores mantienen los derechos de autor y conceden a la revista el derecho de primera publicación, con el trabajo simultáneamente licenciado bajo la Creative Commons Attribution 4.0 que permite el compartir el trabajo con reconocimiento de la autoría y publicación inicial en esta revista.
Cómo citar
EKUNI, Roberta; SOUZA, Bruno Miguel Nogueira de; POMPEIA, Sabine. POPULARIZATION OF EFFICIENT SCIENCE-BASED STUDY TECHNIQUES THROUGH ACTIONS IN SCHOOLS, MEDIA AND INTERNET. Revista Brasileira de Extensão Universitária, Brasil, v. 9, n. 2, p. 125–133, 2018. DOI: 10.24317/2358-0399.2018v9i2.7842. Disponível em: https://periodicos.uffs.edu.br/index.php/RBEU/article/view/7842. Acesso em: 16 dec. 2025.
