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Análise de textos literários sobre a aprendizagem em estudantes do ensino secundário : efeitos na conceção de aprendizagem e na competência de análise de textos literários
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Orientador(es)
Resumo(s)
O presente estudo teve por objetivo avaliar os efeitos de uma intervenção promotora da
análise de textos literários na temática da aprendizagem escolar na conceção de
aprendizagem e na competência de análise daquele tipo de textos em estudantes do 12º
ano de escolaridade. Para o efeito, recorreu-se a um desenho de investigação quasi experimental e de experiência de casos múltiplos, com um grupo experimental e de
controlo, cada um com 21 participantes, e dois momentos de avaliação (pré- e pós-teste).
A conceção de aprendizagem dos participantes foi avaliada pelo Inventário de Conceções
de Aprendizagem – COLI e a sua competência de análise de textos literários por um teste
cotado pela Taxonomia SOLO, sensível à complexidade estrutural do produto de
aprendizagem. Os dados resultantes do COLI foram submetidos a uma análise estatística,
com recurso a métodos não paramétricos, e analisados caso a caso, ao passo que os
resultados do teste de competência de análise de textos literários apenas foram submetidos
a uma análise caso a caso. Adicionalmente, questionou-se os participantes do grupo
experimental sobre a perceção de eventuais mudanças provocadas pela intervenção, tendo
as respostas sido submetidas a uma análise de conteúdo temática de tipo indutivo. Os
resultados indicaram existir uma redução estatisticamente significativa na conceção de
“aprendizagem como ganho de informação” após a intervenção no grupo experimental,
mas não estatisticamente diferente do resultado do grupo de controlo. Paralelamente, uma
análise caso a caso denotou redução de uma conceção quantitativa de aprendizagem (i.e.,
conceção de “aprendizagem como ganho de informação” e conceção “quantitativa”) e um
aumento da competência de análise de textos literários na maior parte dos participantes
do grupo experimental. Finalmente, a análise da perceção de mudanças provocadas pela
intervenção apurou um aumento da reflexão e da consciência metacognitiva sobre a
aprendizagem, bem como uma mudança na conceção de aprendizagem, ainda que de
forma indiferenciada. Neste sentido, o presente estudo apresenta alguns indícios de um
efeito benéfico da intervenção. São ainda retiradas implicações práticas e sugestões para
estudos futuro.
The aim of the present study was to assess the effects of an intervention which promotes the analysis of literary texts regarding school learning on the conception of learning and the competency of analysis of these texts in 12th grade students. For that purpose, a quasi experimental and multiple case experimental study design was implemented, with control and experimental groups, each with 21 participants, and two assessment moments (pre and posttest). The Conceptions of Learning Inventory – COLI was used to assess the participants' conception of learning and a test to assess their competency of analysis of literary texts was quoted with the SOLO Taxonomy. The COLI's data were submitted to a statistical analysis with the use of non-parametrical methods and each case was also analyzed individually, while the data from the test were only analyzed in each case. Additionally, the participants of the experimental group were asked about the perceived impact of the intervention. These data were submitted to a thematic content analysis of inductive type. The results indicated a statistically significant decrease on the conception of learning as “gaining information” after the intervention, but this result was not statistically different from the one in the control group at the posttest. At the same time, an individual analysis of each case informed a decrease in a quantitative conception of learning (i.e., conception of learning as “gaining information” and "quantitative" conception of learning) and an increase in the competency of analysis of literary texts in the majority of the participants of the experimental group. Finally, the analysis of the perceived impact of the intervention notified an increase in reflection and metacognitive conscience about learning, as well as an undifferentiated change in the conception of learning. In this sense, the current study shows evidence of this Literature-based intervention’s beneficial effects in the two dependent variables. Practical implications and some future studies’ suggestions are also mentioned.
The aim of the present study was to assess the effects of an intervention which promotes the analysis of literary texts regarding school learning on the conception of learning and the competency of analysis of these texts in 12th grade students. For that purpose, a quasi experimental and multiple case experimental study design was implemented, with control and experimental groups, each with 21 participants, and two assessment moments (pre and posttest). The Conceptions of Learning Inventory – COLI was used to assess the participants' conception of learning and a test to assess their competency of analysis of literary texts was quoted with the SOLO Taxonomy. The COLI's data were submitted to a statistical analysis with the use of non-parametrical methods and each case was also analyzed individually, while the data from the test were only analyzed in each case. Additionally, the participants of the experimental group were asked about the perceived impact of the intervention. These data were submitted to a thematic content analysis of inductive type. The results indicated a statistically significant decrease on the conception of learning as “gaining information” after the intervention, but this result was not statistically different from the one in the control group at the posttest. At the same time, an individual analysis of each case informed a decrease in a quantitative conception of learning (i.e., conception of learning as “gaining information” and "quantitative" conception of learning) and an increase in the competency of analysis of literary texts in the majority of the participants of the experimental group. Finally, the analysis of the perceived impact of the intervention notified an increase in reflection and metacognitive conscience about learning, as well as an undifferentiated change in the conception of learning. In this sense, the current study shows evidence of this Literature-based intervention’s beneficial effects in the two dependent variables. Practical implications and some future studies’ suggestions are also mentioned.
Descrição
Dissertação de Mestrado, Psicologia (Área de Especialização em Psicologia da Educação e da Orientação), Universidade de Lisboa, Faculdade de Psicologia, 2020
Palavras-chave
Aprendizagem escolar Ensino secundário Literatura Teses de mestrado - 2020