New technologies contribution to the development of executive functions

• Grant number: 20/08099-0
• Support Opportunities: Scholarships in Brazil - Post-Doctoral
• Start date: November 01, 2020
• End date: October 31, 2022
• Field of knowledge: Health Sciences - Medicine - Medical Clinics
• Principal Investigator: Lília Freire Rodrigues de Souza Li
• Grantee: Ricardo Rodrigues Nunes
• Host Institution: Faculdade de Ciências Médicas (FCM). Universidade Estadual de Campinas (UNICAMP). Campinas , SP, Brazil
• Associated research grant: 13/07559-3 - BRAINN - The Brazilian Institute of Neuroscience and Neurotechnology, AP.CEPID

Abstract

Problem-Based Learning (PBL), Projects and Problem-Based Learning (PPBL); Design Thinking (DT) gamification and the maker culture are active learning methodologies that lead teachers and students to collaboratively and cooperatively investigate real problems experienced in schools, communities and classrooms. The processes inherent to these methodologies aim at the development of innovation capacity, critical thinking and the promotion of a positive performance of the students in the construction of scientific and socially relevant knowledge. The hypothesis is that the use of specific applications and games can contribute to cognitive development and the coping of challenges commonly identified in modern societies. Objective: to understand if the use of active learning methodologies, such as games, PBL, PPBL, DT and the maker culture can promote changes in the understanding of new roles for teachers and students in the academic organization of schools, and to increase in students the participation and a deeper comprehension of scientific knowledge in Neuroeducation. The goal is to obtain comparative evidence in the learning in institutions and teachers that adopt new pedagogical architectures in their academic structure, and others that follow traditional models of education, based exclusively on the transmission of knowledge. Methods: several instruments will be employed, both qualitative and quantitative, comparing two different groups: teachers submitted to the Neuroeducation program; and teachers from another similar institution that is organized in a traditional model. We will also assess the level of learning of the students of these teachers. Expected results: establish evidence to support the importance of new pedagogical architectures in the teaching and learning processes of neuroeducation contents. (AU)