Diferenças de conhecimento prévio e processos de estudo: interaçoes entre nível de expertise e aprendizagem

Gustavo Danicki Aureliano Rosa; Afonso Celso Tanus Galvão

doi:10.4025/actascieduc.v39i3.27902

Differences in prior knowledge and learning procedures: interactions between expertise level and learning

Authors

Gustavo Danicki Aureliano Rosa Universidade Católica de Brasília
Afonso Celso Tanus Galvão Universidade Católica de Brasília

DOI:

https://doi.org/10.4025/actascieduc.v39i3.27902

Keywords:

cognitive processes, instruction, education, cognitive sciences.

Abstract

This qualitative and exploratory research analyzed how prior knowledge may influence the learning processes. The research was conducted through the analysis of learning procedures carried out by individuals using material with content they master and material content they do not master. Six participants were interviewed individually at length on the ways in which they related to both texts. Results suggest that prior consolidated knowledge is a major influence on learning process, affecting information recognition, learning speed, participants’ metacognitive capacity, the need of informational support to maintain learning process and aspects of instructional support regarding formal teaching situations. In addition, results indicate the importance of teaching actions, especially the diagnostic facet of learning evaluation, to improve learning opportunities to learners reach a mastery level.

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Author Biographies

Gustavo Danicki Aureliano Rosa, Universidade Católica de Brasília

Doutorando em Educação (Universidade Católica de Brasília), Mestre em Educação (Universidade Católica de Brasília), Especialista em Educação Continuada (Universidade de Brasília) e graduado em Pedagogia (Universidade de Brasília).
Afonso Celso Tanus Galvão, Universidade Católica de Brasília

Doutor em Psicologia Educacional (University of Reading), Mestre em Educação (University of Reading), graduado em Música (Universidade de Brasília) e em Psicologia (The Open University). Professor do Programa de Pós-Graduação Stricto Sensu em Educação da Universidade Católica de Brasília.

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Published

2017-05-22

Issue

Vol. 39 No. 3 (2017): July-Sept

Section

Teachers' Formation and Public Policy

License

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How to Cite

Differences in prior knowledge and learning procedures: interactions between expertise level and learning. (2017). Acta Scientiarum. Education, 39(3), 319-328. https://doi.org/10.4025/actascieduc.v39i3.27902