In a dynamically changing world with unprecedented uncertainty, complexity and turbulence, continual learning and adapting is vital for one’s living and well-being. According to dual-systems accounts of cognition, learning has two major forms, implicit learning (System 1) that is fast and frugal but sometimes error-prone, and explicit learning (System 2) that is reliable but slow and effortful. These two systems are separate but must interact with each other. We gain implicit knowledge from experiencing trials and making errors (e. g., making financial investments repeatedly), receive vicarious knowledge transmitted to us in summarized forms (e.g. a quarterly report of investment options and past returns), and derive our own explicit knowledge (e.g. investment strategies) from experience to inform our future practices or to use in advising others. The present project explores the interaction between these forms of learning in the context of repeated decisions. Is it merely implicit behavioral tendencies that are learned from experience? If so, would articulating or summarizing what is implicitly learned change subsequent choice behaviors? To address these questions, three experimental studies are conducted with online participants to investigate whether asking individuals to explicitly summarize what they have learned in a Decision from Experience (DfE) paradigm will create an explicit-implicit learning interaction that will affect their subsequent choice patterns. Decisions from explicit descriptions (DfD) refers to situations where quantitative information regarding the outcome values and probabilities of decision options is provided to the decision maker. Behavior in such situations has been found to exhibit irrational choice patterns characterized by cumulative prospect theory (CPT), overweighting the rare events while underweighting the more likely events (Tversky & Kahneman, 1992). In comparison, DfE is characterized by a different pattern of initial irrationality (underweighting the rare events while overweighting the more likely events) but moving gradually over time towards rationality as defined by Expected Value (EV)-maximization (Chen & Corter, 2014; Hertwig et al., 2004). The different choice biases between DfE and DfD is known as the Description-Experience Gap (“D-E gap”, Hertwig & Erev, 2009). The present project investigates if explicit summarization of knowledge gained from experience can affect subsequent choice patterns in DfE. Two main hypotheses are examined. Firstly, explicit summarization might accelerate a shift to EV-maximization because summarization might promote the externalization of the implicitly learned behavior tendency in the pure DfE paradigm. A second possibility is that explicit summarization might lead to a choice pattern consistent with that in DfD characterized by a CPT-like pattern, because the summarized information of option payoffs resembles that in the DfD paradigm. In the described studies, three summarization conditions are compared including: summarizing knowledge and estimating payoff probabilities for themselves (Self condition), summarizing for another hypothetical player (Other condition), and not summarizing such information (Control condition). The results across the three studies found a consistent summarization effect, particularly for low probability gain (Gain-Low) and high probability loss (Loss-High) problems. Those who summarized to another person (Other condition) made decisions more consistent with CPT predictions, choosing significantly more choices associated with higher CPT values. In contrast, participants in the pure DfE (Control) condition exhibited a similar DfE choice pattern, which is in the opposite direction compared to those in the Other condition. Participants in the Other condition gave more accurate probability estimates (closer to the true objective probabilities) for the risky outcomes for low-probability gains and high-probability losses. In contrast, participants in the Self condition tend to show underestimation for both high- and low-probability gains but overestimation for both high- and low-probability losses. Also, a majority of participants in the Other condition recommended to choose the EV-maximization choices in their summarizations, yet showed CPT-approximating choices in their own subsequent choices. In general, the overall findings suggest that “a probabilistic mindset” induced by the social messages in the Other condition seems to attenuate the D-E gap. Implications for learning and decision making are also discussed in the end.

How best to help students master the control of variables skill is a debated topic among educators and psychologists. Contrasting theories as to how it develops parallel contrasting ideas about how it should be taught. Recent studies relying on direct instruction have shown that this approach to teaching the control of variables skill is not successful for academically disadvantaged populations. Problem Based Learning (PBL) is a method of instruction that holds promise in this regard and is explored in the present work as a method for teaching the control of variable skill. Recent empirical studies have proven its effectiveness with the learning and application of declarative knowledge. A tightly controlled experiment was conducted with 6th and 7th grade students. Students were randomly assigned to one of 4 conditions (team, individual, observer, control) following a pretest to determine skill level. These groups varied in level of engagement and social interaction. Students who solved the problem individually, in a team of three, or students that observed an individual solver were compared to a control group. Students were presented with a realistic problem involving causes of teen crime. Records from varying towns reported variable levels and outcomes. Over three sessions students examined the records with the objective of determining which variables did or did not make a difference to teen crime. Following the PBL sessions students in all conditions were administered both immediate and delayed assessments of skill.. Between 75 and 80% of students in the PBL individual and team conditions successfully demonstrated use of the skill. Students who achieved the highest level on both the causal and noncausal variables scored on average 41% higher on the posttest. There was no difference between these two groups in acquisition of the skill. A significant difference was found between the the PBL groups and the two remaining groups (observer and control). Performance of these groups was not significantly different and inferior to that of the PBL groups.. The implications of these findings are considered in a number of different theoretical and applied contexts: a) enhancing students' mastery of the control of variables skill; (b) extending evidence of the effectiveness of a PBL method from declarative to procedural knowledge; (c) active vs. vicarious learning, and (d) individual vs. collaborative reasoning and problem solving.

Yes / Near-peer teaching is becoming increasingly popular as a learning methodology. We report the development of a novel near-peer biological sciences revision course and its acceptability and impact on student confidence and exam performance. A cross-sectional analysis of tutee-completed evaluation forms before and after each session was performed, providing demographic details, quality scores, and self-rating of confidence in the topic taught on a 0 to 100 mm visual analogue scale (VAS). The confidence data was examined using analysis of means. Exam performance was examined by analysis of variance and canonical correlation analysis. Thirty-eight sessions were delivered to an average of 69.9 (±27.1) years 1 and 2 medical students per session generating 2656 adequately completed forms. There was a mean VAS gain of 19.1 (5.3 to 27.3) in self-reported confidence. Looking at relationship between attendance and exam scores, only two topics showed significant association between number of sessions attended and exam performance, fewer than hypothesised. The present study demonstrates that near-peer teaching for biological sciences is feasible and is associated with improved self-reported confidence in the sessions taught. The outcome data, showing significant effect for only a small number of items, demonstrates the difficulty of outcome related research.

nÃo hà / A anÃlise e soluÃÃo de problemas fÃsicos associados a equaÃÃes diferenciais parciais de um assunto no qual os alunos tradicionalmente encontram muitas dificuldades. As- sim, para auxiliar no processo de aprendizagem de mÃtodos analÃticos e numÃricos para resoluÃÃo dessas equaÃÃes, desenvolveu-se um ambiente computacional de aprendizagem adotando-se uma abordagem interdisciplinar, envolvendo computaÃÃo simbÃlica, funda- mentos da educaÃÃo e tÃpicos avanÃados de cÃlculo numÃrico. Utilizaram-se Myers (1971) como base do conteÃdo didÃtico e a teoria da aprendizagem significativa de Ausubel para organizar a estruturaÃÃo deste conteÃdo. Enfatizando-se os aspectos da descriÃÃo teÃrica e detalhamento matemÃtico, apresentam-se no ambiente de aprendizagem trÃs mÃtodos de soluÃÃo para equaÃÃes diferencias parciais: o mÃtodo analÃtico de separaÃÃo de variÃveis e os mÃtodos numÃricos de diferenÃas finitas nas variantes de Ãuler e de Crank-Nicolson. O ambiente foi implementado em um sistema de computaÃÃo simbÃlica e, portanto, conta com recursos de manipulaÃÃo simbÃlica e visualizaÃÃo grÃfica. Isto torna possÃvel ao aluno desenvolver e utilizar a soluÃÃo analÃtica, obtida pelo mÃtodo de separaÃÃo de varÃaveis, para interpretar e analisar, atravÃs de grÃficos e animaÃÃes, o fenÃmeno fÃsico em questÃo. O ambiente tambÃm proporciona ao aluno meios de se calcular a soluÃÃo numÃrica interativamente, atravÃs dos mÃtodos de diferenÃas finitas de Euler e Crank- Nicolson, visualizando-se passo-a-passo os valores da funÃÃo na malha e comparando-os com os resultados numÃricos calculados a partir da soluÃÃo analÃtica. O ambiente de aprendizagem tambÃm oferece recursos para que aluno gere tabelas e grÃficos para analisar e comparar os resultados numÃricos obtidos pelos trÃs mÃtodos, adotando-se como benchmark a soluÃÃo obtida pelo mÃtodo de separaÃÃo de varÃaveis. Dessa forma, o aprendiz poderà acessar a informaÃÃo em carÃter interativo e dinÃmico, propiciando o aprendizado autÃnomo. Como exemplo de aplicaÃÃo e visando-se ilustrar o estudo de problemas fÃsico-matemÃticos, adota-se o problema de transferÃncia de calor por conduÃÃo, que à utilizado para se estudar o processo do resfriamento de circuitos eletrÃnicos. Assim, assume-se a difusÃo de calor em uma barra de epoxy, inicialmente a uma temperatura conhecida e resfriada subitamente em suas extremidades. Os grÃficos e tabelas disponibilizados pelo ambiente tambÃm permitem que o aprendiz observe de forma crÃtica o processo de resfriamento da barra, quer atravÃs da visualizaÃÃo da evoluÃÃo dos perfis de temperatura, ou pela curva de resfriamento de um ponto do domÃnio espacial.

Testing is the most common way to assess student learning at all ages and grade levels. Testing is traditionally viewed as a measure of knowledge, and not as a way to enhance learning. Nonetheless, a large body of literature demonstrates that testing is actually an effective way to facilitate learning and enhance long-term memory for information. This finding, that retrieval of information from memory leads to better retention than re-studying or re-reading the same information, has been termed the testing effect. The benefit of testing compared to review of material is typically seen after a delay between practice and final test, with review being a better strategy when the test is given immediately or after a short delay. This phenomenon has been shown across a variety of contexts, test formats, retention intervals, and ranges of ages and abilities. However, one domain in which the testing effect has not been shown to work is in the review of student-produced lecture notes. Lecture note-taking is a ubiquitous learning strategy and notes have been shown to be highly correlated with academic outcomes such as test performance and GPA. Note-taking in itself is a cognitively demanding process, and students often struggle to take accurate and complete notes from lecture, thus limiting the benefits of note-taking and review. There is limited research on ways to improve the review function of notes. Thus, this dissertation sought to understand the effect of integrating the testing effect into the context of lecture note-taking on memory for information compared to review of notes and a lecture-only control. A sample of 59 high school students watched a video lecture and took notes on the information. The lecture was divided into three sections with two-minute pauses in between each segment. During each pause, students were asked to either reread their notes from the previous section (review group), recall and write down what they remembered to be the most important ideas from the lecture they were just shown (self-testing group), or complete a distractor word search puzzle for the duration of the pause (lecture-only control group). Participants were given a written recall test of lecture information following a one-day delay. Comparisons were made between lecture groups on test performance and note quantity. Measures of sustained attention and mind-wandering during lecture were examined as covariates. While participants in the self-testing group scored higher on the written recall test, this difference did not reach statistical significance. Self-testing and reviewing notes during lecture pauses were both significantly better than lecture note-taking alone. Results also showed that it was actually the students in the review group who took significantly more notes than those in the lecture-only control. There was a main effect for time, indicating that students in all lecture groups took increasingly more notes as the lecture progressed. Note quantity was found to be a significant predictor of test performance. Examination of attentional variables showed that students who reported lower instances of mind-wandering took significantly more notes and did significantly better on the recall test. Further, students in the self-testing group reported less of an increase in mind-wandering as the lecture progressed compared to those in the control group. Differences between the results of this study and other studies in the testing effect literature are hypothesized to be due several factors, including complexity of lecture information, encoding difficulties, and the presentation of new information at each self-testing time point. Future research should continue to explore the testing effect in conjunction with note taking.

Emergence is a fundamental concept in many modern scientific theories, but emergent processes are difficult for science learners to understand. This dissertation investigated the following research questions. First, which type of instructional support is more effective in learning emergent processes while using computer simulation: receiving explanations directly (condition RE), or self-explaining (condition SE) simulation behavior. Second, can students form emergent schema without being explicitly told? Third, do students’ misconceptions about emergent processes come from a lack of the emergent schema? This study employed a 2x2 experimental design. The main independent variable is termed Cognitive Engagement, with two levels: high engagement (condition SE) versus low engagement (condition RE). The second independent variable is termed Schema, with two levels: comparing attributes of emergent and direct processes with examples (condition DES) versus only showing examples without mentioning any attributes (condition DEX). To address the first question, a pilot study was conducted among students at a U.S. graduate school of education. High-prior-knowledge participants were defined as those reporting that they had learned diffusion before. Low-prior-knowledge participants were defined as participants reporting they had never learned diffusion before. The results showed that both high-prior-knowledge and low-prior-knowledge participants who self-explained (SE) performed significantly better than those who received explanations (RE) in explaining the causal structure underlying emergent processes. To better understand which instructional support (RE versus SE) is more effective, the main dissertation study was conducted among Chinese middle school students in a classroom study. The students showed no knowledge of emergent processes before learning and were all considered as low-prior-knowledge participants. Contrary to the results of the pilot study, participants who received explanations (RE) performed significantly better than those who self-explained (SE) in understanding near transfer about diffusion and explaining the causal structure underlying emergent processes. These results might come from the differences in working memory across age, or from cultural differences surrounding the value of received instruction versus self-explanations. Regarding the second research question, middle school students who were only instructed in examples (DEX) improved significantly in understanding basic knowledge and near transfer about diffusion. Though not significantly, students in condition RE – DEX, where participants were only instructed in examples and read explanations, improved in understanding the causal structure underlying emergent processes at the posttest. These results suggested that students can form some knowledge of the emergent schema without being explicitly told. Regarding the third research question, middle school students who were instructed in the direct and emergent schema (DES) performed significantly better than those who were only instructed in examples (DEX) in understanding the basic knowledge, near transfer, and far transfer about diffusion, and explaining the causal structure underlying emergent processes. These results suggested that some misconceptions about emergent processes come from a lack of the emergent schema. However, participants in all conditions showed no difference in the categorization of the two processes. Participants more frequently mentioned emergent attributes in an example that had very similar surface characteristics with the emergent example shown in the DES condition. However, no one mentioned emergent attributes in the example that had very similar surface characteristics with the direct example shown in the DES condition. This result suggests that some misconceptions stem from difficulties participants have in correctly categorizing processes as having emergent properties or not.

Genom att analysera tidigare försök till effektivt digitalt lärande och problem som hör därtill så spekulerar vi kring hur detta forskningsområde och denna designyta kan utvecklas i framtiden. Vi simulerar upplevelsen av att studera och lära sig i ett riktigt klassrum, under riktiga omständigheter, virtuellt. I undersökningen har deltagarna fått möjlighet att testa på att, med hjälp av ett VR-headset och applikationen utvecklad i undersökningens syfte, se på två olika videor. Applikationen låter dig se och lyssna på en lektion eller video i ett rum som simulerar ett riktigt klassrum, och kombinerar de digitala funktionerna av att spela in, pausa och hoppa i tidslinjen av innehållet simultant till det fysiska mediet av att klottra. Resultaten visar på att deltagarna kommit ihåg mer information under tiden de fått möjligheten att klottra än de gjorde i samma upplevelse utan ett simulerat fysiskt medium, oavsett innehållet av klottrandet eller vad det har föreställt. / By analyzing past attempts at streamlined digital teaching and learning, and the problems therewith, we speculate as to the future of this field and the path of its development. We simulate the experience of studying and learning in a real classroom, under real circumstances, virtually. Participants have been given the opportunity to, with the help of a VR-headset and the application developed for the purpose of this research, look at two separate videos. The application allows you to watch and listen to a lesson or a video in a room simulating a real classroom, and it combines the digital functionality of recording, pausing and jumping in the timeline of the content, while simultaneously being offered the physical medium of doodling. Results show that participants have had a better recollection of the content during which they were doodling than that during which they were not, regardless of the content of the doodling or what it depicts.

This dissertation investigates the problem of how variations in the intensity of three selected constructs—multimedia signaling, speed and pacing, and cognitive engagement prompts—affect attention and learning outcomes in online learning environments. The study explores the intersecting cognitive theories of cognitive load, higher order thinking skills, and Mayer’s principles of multimedia learning, with specific focus on his signaling principle. Through the use of eye-tracking technology, the study measures focal attention, while immediate and delayed knowledge retention tests assess learning outcomes. Employing a robust experimental design, the research utilizes eye-tracking technology to directly measure focal attention, alongside both immediate and delayed knowledge retention tests to evaluate learning outcomes. The methodological framework modulates the intensity of selected constructs across low, optimal, and high conditions, enabling a comprehensive assessment of their impacts. The findings reveal statistically significant effects for multimedia richness and speed, indicating optimal levels that enhance learner engagement. This research concludes that carefully calibrated multimedia signals can substantially benefit online learning environments, offering educators and content creators actionable insights for designing more effective and engaging educational experiences.

Este trabalho trata do uso do Peer Instruction como metodologia para o Ensino de Matemática no Ensino Fundamental I. Considerando como problema a dificuldade em ensinar e aprender esta disciplina, busca-se, por intermédio do Peer Instruction, desenvolver nos alunos a capacidade de aprender a aprender. O objetivo principal do trabalho é investigar o Peer Instruction, no ensino de matemática com alunos do quinto ano do Ensino Fundamental I como alternativa na construção do conhecimento matemático. O método constitui-se principalmente da interação entre os alunos com o intuito de promover a compreensão de conceitos matemáticos compatíveis com sua faixa etária. A metodologia adotada no trabalho foi basicamente constituída por questionários, que propiciaram conhecer a visão dos alunos acerca do ensino tradicional da Matemática, e de testes que permitiram avaliar o conhecimento dos alunos por meio da leitura prévia, bem como o aprendizado adquirido após a interação com os seus pares durante a aula. Os resultados quantitativos que tratam da leitura prévia, que embora não tenha atingido a totalidade dos alunos, mostram que esta atividade tem impacto positivo sobre o desempenho dos estudantes. No que tange aos resultados durante a interação em sala de aula, estes demonstraram que os alunos assimilam os conceitos com maior facilidade, bem como são capazes de participar ativamente das aulas, inclusive auxiliando os colegas com maiores dificuldades no aprendizado dos conteúdos. A aplicação do Peer Instruction demonstrou que os alunos se sentem confiantes, uma vez que eles percebem sua capacidade de aprender, e mais motivados, porque a dinâmica imposta pela metodologia ativa adotada durante as aulas desperta o interesse pelo aprendizado de Matemática e, como consequência, os alunos participam mais efetivamente das aulas. Os resultados obtidos neste trabalho sugerem que o Peer Instruction pode ser aplicado com sucesso no Ensino Fundamental I. / This work aims to deal with the use of Peer Instruction as a methodology for Teaching Mathematics in Elementary School. Considering as a problem the difficulty in teaching and learning this discipline, this work seeks for developing the ability of students learning how to learn using Peer Instruction. The main objective of the work is to investigate Peer Instruction in the teaching of mathematics with fifth year students of Elementary School as an alternative in the construction of mathematical knowledge. The method consists mainly of the interaction between the students in order to promote the understanding of mathematical concepts compatible with their age group. The methodology adopted in the study was basically made up with questionnaires, which enabled students to learn about the traditional teaching of Mathematics, and tests that allowed students to evaluate their knowledge through prior reading, as well as acquired learning after interaction with other students during classes. Although not reaching all the students, the quantitative results, which deal with previous readings, show that this activity has a positive impact on the performance of the students. Concerning the results during interaction in the classroom, they demonstrated that students assimilate concepts more easily, as well as being able to participate actively in the classes, including helping other students with greater difficulties in learning the contents. The application of the Peer Instruction demonstrated that students feel confident, once they perceive their ability in how to learn, and more motivated, because the dynamics imposed by the active methodology adopted during the classes rises their interest in learning Mathematics and, as a consequence, students participate more effectively during classes. The results obtained in this work suggest that the Peer Instruction can be successfully applied in the Elementary School.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2018-10-05T12:16:35Z No. of bitstreams: 1 Waldemar José Baptista de Carvalho.pdf: 3987238 bytes, checksum: 37186ebaf899b3847668d59755da8e9a (MD5) / Made available in DSpace on 2018-10-05T12:16:35Z (GMT). No. of bitstreams: 1 Waldemar José Baptista de Carvalho.pdf: 3987238 bytes, checksum: 37186ebaf899b3847668d59755da8e9a (MD5) Previous issue date: 2017-08-31 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / The present work aims at narrating a teaching experience in the Math discipline of the second year of a Technical High School (ETEC) in São Paulo, Brazil, approaching the subject Matrices, Determinants and Systems, and to interrelate that experience with the practices of Active Methodologies, using Digital Information and Communications Technologies (DICT) identified in the literature. It also aims at conducting a survey of PhD theses, Mastering dissertations and papers available in the database of the Coordination of Personal Improvement of Higher Education (CAPES) on the practices of Active Methodologies in High School, concomitantly with the Professional Technical Education, with the use of DICT, in the framework of a literature review. We seek to meet these objectives from a literature review based on Vygotsky’s social interactionist frameworks, Ausubel’s meaningful learning and Papert’s constructionism, rewritten in the contemporaneousness of Almeida and Valente, as well as by designing, applying and analyzing a project conducted with math students of a Technical High School for verifying whether the application of a ‘hybrid methodology’ in that context would bring positive or negative results, or even if it would not entail any change in that framework. In our survey on the CAPES database, we searched for studies that mentioned experiences of teachers who applied the active methodologies with the use of DICT and that provided students with active learning. We found forty-eight studies, seven of which aimed to describe research related to High School. The results were tabulated and presented in four tables. The conclusions in the analyzed studies show a good rate of student achievement; teachers' satisfaction in applying the active methodologies with DICT; changes in teachers’ practice; and low number of reports on the use of DICT in the High School teaching and learning processes. Regarding the experience conducted in this study, the results show that was extremely valuable for all parties involved and that it occurred a hybridization process with the application of the traditional teaching methodology together with the active methodologies, with the use of DICT, providing all the research participants a differentiated course dynamic if compared to those previously lived. Our study concludes by pointing out that changes in the educational contexts of Brazilian Technical Education of level medium are feasible as well as that they should be implemented for fostering a learning process that better meets the contemporary students’ needs, but, nevertheless, that this process should take place considering the characteristics of the environment and the context of application / O presente trabalho tem como objetivo elaborar a narrativa de uma experiência docente na 2ª. série do Ensino Médio de uma Escola Técnica Estadual (ETEC) de São Paulo, na disciplina de Matemática, nos temas Matrizes, Determinantes e Sistemas (MDS), e inter-relacioná-la com as práticas de Metodologias Ativas, com o uso de Tecnologias Digitais de Informação e Comunicação (TDIC) identificadas na literatura. Objetiva também realizar um levantamento de teses, dissertações e artigos científicos disponíveis no banco de dados da Coordenação de Aperfeiçoamento Pessoal de Nível Superior (CAPES) sobre as práticas de metodologias ativas no Ensino Médio, concomitantemente com o Ensino Técnico profissional, com uso das TDIC, na forma de revisão da literatura. Procuramos atender a esses objetivos a partir de uma revisão da literatura, embasados nas concepções sociointeracionistas de Vygotsky, na aprendizagem significativa de Ausubel e no construcionismo de Papert, reescritos na contemporaneidade por Almeida e Valente, assim como por meio da elaboração, aplicação e análise de um projeto, conduzido junto a alunos da referida série, a fim de verificar se a aplicação de uma ‘metodologia híbrida’ naquele contexto traria resultados positivos ou negativos, ou até mesmo se não acarretaria qualquer mudança naquele quadro. No nosso levantamento junto à base de dados da CAPES, buscamos por estudos que mencionassem experiências de professores que aplicaram as metodologias ativas com a utilização das TDIC e que propiciassem aos alunos a aprendizagem ativa. Encontramos 48 estudos, dos quais 7 se propunham a descrever estudos relacionados ao Ensino Médio. Os resultados foram tabulados e apresentados em quatro tabelas. As conclusões apresentadas nos trabalhos analisados indicam: um bom índice de aproveitamento dos alunos na aprendizagem; satisfação dos professores em praticar as metodologias ativas com as TDIC; mudanças nas práticas; e baixo número de relatos sobre a utilização das TDIC no processo de ensino e aprendizagem do Ensino Médio. Quanto a experiência conduzida, os resultados indicam que foi valiosa para todas as partes envolvidas, havendo em seu percurso um processo de hibridismo, com a aplicação da metodologia tradicional de ensino conjuntamente com metodologias ativas, com o uso das TDIC, dando a todos os participantes da pesquisa uma dinâmica de curso diferenciada se comparada àquelas anteriormente vividas. O estudo conclui salientando que mudanças nos contextos educacionais do Ensino Técnico de nível Médio brasileiro são viáveis e devem ser implementadas a favor de uma aprendizagem que atenda melhor às necessidades contemporâneas dos seus alunos, mas que esse processo deve ocorrer considerando-se as características do ambiente e o contexto de sua aplicação