Meanings and feelings on errors made: students attending the support learning rooms

• Grant number: 11/16259-8
• Support Opportunities: Scholarships in Brazil - Doctorate
• Start date: January 01, 2012
• End date: June 30, 2014
• Field of knowledge: Humanities - Psychology
• Principal Investigator: Mário Sérgio Vasconcelos
• Grantee: Luciane Guimarães Batistella Bianchini
• Host Institution: Faculdade de Ciências e Letras (FCL-ASSIS). Universidade Estadual Paulista (UNESP). Campus de Assis. Assis , SP, Brazil

Abstract

This project is a qualitative research in the form of exploratory study. As guiding question we have: In what ways can the relations established between pairs of students promote the construction of meaning in a learning environment?Can an intervention proposal using rule based games help inference construction giving opportunity to changing the meaning of one's own mistakes? Based on Piaget's theory, this study aims to investigate feelings and inferences about the meanings of errors of 15 students from the 6th grade from elementary school who attend a support class at a school in Londrina, Parana. It also aims to study the possibilities of change in the normative sense of error through intervention using rule based games and interactions among students in the support class. The data collection is distributed among four steps: E1- Interview with the 15 students in the support class resulting in a tool (elements of semantic differential). E2- Intervention with interactive games with 4 students along with the researcher. E3- The 4 students will use the game with their peers in the regular school class. E4- Applying tool from step E1 to the 4 students and raising issues that triggered inferences, which is intended to identify the inferences related to meanings given to the error before and after intervention.

Academic Publications

(References retrieved automatically from State of São Paulo Research Institutions)

BIANCHINI, Luciane Guimarães Batistella. Significações e sentimentos sobre o erro: alunos que frequentam a sala de apoio à aprendizagem. 2014. Doctoral Thesis - Universidade Estadual Paulista (Unesp). Faculdade de Ciências e Letras. Assis Assis.