Concepções de aprendizagem em estudantes portugueses do primeiro ciclo do Ensino Básico

Abstract

The aim of this study is to understand the conceptions of learning of elementary Portuguese students, by investigating possible replications and innovations in relation to the conceptions identified by phenomenographic research. Semi-structured interviews were conducted, centered on three dimensions of conceptions of learning: referential (what is learning), procedural (how to learn), contextual (where one learns). Intermediate thematic analysis of the answers to the interviews showed a correspondence between observed learning conceptions and the basic conceptions revealed by Phenomenography (e.g., learning as accumulation of information, as comprehension or as a way to obtain school grades) and also allowed to unveil the existence of new conceptions of learning, which represent learning as the performance of specific activities, a return of information by explanation, or as an outcome achievable through personal and autonomous effort.

Experimentação no ensino de química: um relato de experiência no programa de residência pedagógica

“…As substâncias eletrolíticas são aquelas que, em meio aquoso, conferem à solução a capacidade de conduzir eletricidade. Ácidos, bases e sais são exemplos de substâncias eletrolíticas, pois quando dissolvidos em água formam íons que possibilitam a condução de corrente elétrica na solução (Figueira, 2010). Por outro lado, substâncias que não conferem condutividade a uma solução são chamadas de não eletrolíticas.…”

Academic Performance of Excellence: The Impact of Self-Regulated Learning and Academic Time Management Planning

“…Students engaged in SRL employ cognitive and metacognitive processes before, during, and after the learning process [5] while aiming to monitor their cognition, motivation, learning environment, and behavior [6]. This trend suggests that the student demonstrates conscious agency in their learning process, which is reflected in the confirmation of the concrete nature of thinking and an awareness of the instrumentality of learning tasks, thus guiding them towards a more profound approach [7].…”