Discutindo a educação ambiental no cotidiano escolar: desenvolvimento de projetos na escola formação inicial e continuada de professores

A presente pesquisa buscou discutir como a Educação Ambiental (EA) vem sendo trabalhada, no Ensino Fundamental e como os docentes desta escola compreendem e vem inserindo a EA no cotidiano escolar., em uma escola estadual do município de Tangará da Serra/MT, Brasil. Para tanto, realizou-se entrevistas com os professores que fazem parte de um projeto interdisciplinar de EA na escola pesquisada. Verificou-se que o projeto da escola não vem conseguindo alcançar os objetivos propostos por: desconhecimento do mesmo, pelos professores; formação deficiente dos professores, não entendimento da EA como processo de ensino-aprendizagem, falta de recursos didáticos, planejamento inadequado das atividades. A partir dessa constatação, procurou-se debater a impossibilidade de tratar do tema fora do trabalho interdisciplinar, bem como, e principalmente, a importância de um estudo mais aprofundado de EA, vinculando teoria e prática, tanto na formação docente, como em projetos escolares, a fim de fugir do tradicional vínculo “EA e ecologia, lixo e horta”.Facultad de Humanidades y Ciencias de la Educació

Within-Individual Variation in Cognitive Performance is Not Noise: A Case for Examining Within-Person Variation on Cognitive Assessments

Despite the long-standing recognition that individuals vary in their cognitive performance across relatively short time periods, little research has integrated an understanding of short-term within-individual variation in cognitive performance into our theories of cognitive ability. We contend that systematic patterns of between-individual differences in within-individual variation are meaningful and should not be viewed merely as measurement error. We argue that predominant cognitive testing methods using between-individual analysis of single-occasion scores are limited in their capacity to develop a process account of why individuals with the same test score differ in practical contexts. We propose that short-term repeated measures paradigms (e.g., the Experience Sampling Method) be used to understand the nature and sources of between-individual differences in within-individual variation. Finally, we outline considerations for researchers when adapting this paradigm for cognitive assessment and present initial findings from our lab on the feasibility of this paradigm

Within-Individual Variation in Cognitive Performance Is Not Noise: Why and How Cognitive Assessments Should Examine Within-Person Performance

Despite evidence that it exists, short-term within-individual variability in cognitive performance has largely been ignored as a meaningful component of human cognitive ability. In this article, we build a case for why this within-individual variability should not be viewed as mere measurement error and why it should be construed as a meaningful component of an individual’s cognitive abilities. We argue that in a demanding and rapidly changing modern world, between-individual analysis of single-occasion cognitive test scores does not account for the full range of within-individual cognitive performance variation that is implicated in successful typical cognitive performance. We propose that short-term repeated-measures paradigms (e.g., the experience sampling method (ESM)) be used to develop a process account of why individuals with similar cognitive ability scores differ in their actual performance in typical environments. Finally, we outline considerations for researchers when adapting this paradigm for cognitive assessment and present some initial findings from two studies in our lab that piloted the use of ESM to assess within-individual cognitive performance variation

Prospective versus reactive strategies in microworld performance

Cognitive flexibility is the ability to adapt to changing contingencies and demands over time. It is often assessed by complex problem solving tasks (e.g., microworld simulations), which require individuals to maintain a goal state over trials. Yet typically analyses summarises performance by mean accuracy per person, which assumes performance is a constant and ignores the trial-by-trial trajectory of individuals that reveal strategy . We tested n = 83 psychology students aged 16 to 45 in a microworld task under different conditions of stochasticity and delay. We modelled trial-by-trial performance according to a prospective model of the true task contingencies versus a reactive strategy adapting to feedback from the last trial,. Most individuals (~66%) appeared to adopt a reactive strategy, however when the task contingencies were immediate, people were more likely to act prospectively. Performance in the microworld task depends on the strategy which varies by person and with the task contingencies

The value of open-source clinical science in pandemic response: lessons from ISARIC

International audienc