Caracterização do ensino programado no Brasil: um estudo com base na análise de periódicos científicos / Characterization of the programmed teaching in Brazil: a periodic study on the basis of the analysis of scientific

AUTOR(ES)
DATA DE PUBLICAÇÃO

2008

RESUMO

In his work Technology of teaching, Skinner displays the characteristics that a teaching program should have, so that the students would reach the given objectives with the least number of mistakes possible. In this book the author proposes a model for displaying the teaching contingencies that became known as programmed instruction. The present work analyzes national articles of scientific publications about the application of such principles of Behavior Analysis to Brazilian Education, in the period between 1961 and 2007, that derived from Skinners original propositions concerning programmed instruction, aiming at identifying the characteristics that such application gained here. For the analysis, 93 articles were selected based on a list of keywords, applied to a set of articles withdrawn from previous studies (especially Freitas, 1987 and César, 2002) as well as articles available on the internet, from online journals databases. The article selection was based on the presence in the title, in the keywords of the article or in the abstract ― of words such as: programmed instruction, personalized system of instruction, teaching programming, teaching contingencies, among others. Articles that contained words referring to other theoretical approaches and/or that didnt mention Behavior Analysis, nor referred to publications from that approach, were excluded. The results show that research on programmed instruction had a peak in the 1970s and has diminished ever since. In the past three decades, there was an average of less than one publication a year in the journals that have been studied. The results also show that characteristics of programmed instruction have been found in many teaching programs present in the articles, with special emphasis on: successive approach to final behavior through small steps; students progression based on high performance; and respect for students individual rhythm. The most frequently found teaching program formats were, in decreasing order: (1) ways of teaching programming that do not reproduce any standard model; (2) Personalized System of Instruction (PSI); and (3) programmed instruction, according to the model proposed by Skinner (1972/1968)

ASSUNTO(S)

precision teaching personalized system of instruction (psi) psicologia experimental instrução programada direct instruction ensino programado -- brasil -- periodicos -- bibliografia programmed teaching cybernetic instruction ensino individualizado -- brasil -- periodicos -- bibliografia ensino programado programmed instruction

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