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Programa tutorial em crianças do 4.º ano de escolaridade: Benefícios cognitivos
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Authors
Advisor(s)
Abstract(s)
O presente trabalho teve como propósito o estudo
do efeito-tutor, ou seja, pretendeu-se investigar os benefícios
cognitivos que uma criança de 9 anos poderia
retirar do facto de ser colocada na situação de tutor de
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uma outra criança mais nova. A amostra foi constituida
por 14 alunos do 3." ano de escolaridade e 22
alunos do 4." ano de escolaridade do ensino básico. Oito
alunos do 4.O ano trabalharam individualmente
(grupo de controlo), enquanto que 14 díades cada uma
composta por uma criança tutor do 4." ano e um
tutorando do 3." ano formaram o grupo experimental.
A tarefa apresentada aos sujeitos de ambos os grupos,
consistia em procurar palavras num dicionário de
língua materna. Na situação diádica o tutor ajudava o
seu colega a resolver a tarefa que este desconhecia. Da
análise dos resultados pode retirar-se a seguinte conclusão:
As crianças que funcionaram como tutores
apresentaram, relativamente aos colegas que trabalharam
individualmente, mais benefícios cognitivos.
ABSTRACT: The present work was designed with the purpose of studying the peer-tutoring system. This system, in its most general form, can be defined as a pedagogical method in which a «competent» student act as a tutor of a less ((competentn classmate. With this research we aimed emphasizing the existente of a tutoring effect, that is to say, we wanted to examine the presence of personal cognitive gains in 9- year-old children who were tutoring younger children. We worked with 14 third grade students (8 years old) and 22 fourth graders (9 years old). The control group included eight of the fourth graders who were assigned individual work, whereas the experimental group consisted of 14 dyads, each of them included a tutor (fourth grader) and a tutee (third grader) who was helped during the session. The task presented to ali subjects consisted on looking some words that were given by the present researcher in a dictionary of their own language. In the dyadic situation each tutor helped his (or her) classmate in solving the task, which was unknown to him (or her). The results that we obtained led us to the following conclusions: Children that act as tutors present more individual cognitive gains than their classmates who perform individual work.
ABSTRACT: The present work was designed with the purpose of studying the peer-tutoring system. This system, in its most general form, can be defined as a pedagogical method in which a «competent» student act as a tutor of a less ((competentn classmate. With this research we aimed emphasizing the existente of a tutoring effect, that is to say, we wanted to examine the presence of personal cognitive gains in 9- year-old children who were tutoring younger children. We worked with 14 third grade students (8 years old) and 22 fourth graders (9 years old). The control group included eight of the fourth graders who were assigned individual work, whereas the experimental group consisted of 14 dyads, each of them included a tutor (fourth grader) and a tutee (third grader) who was helped during the session. The task presented to ali subjects consisted on looking some words that were given by the present researcher in a dictionary of their own language. In the dyadic situation each tutor helped his (or her) classmate in solving the task, which was unknown to him (or her). The results that we obtained led us to the following conclusions: Children that act as tutors present more individual cognitive gains than their classmates who perform individual work.
Description
Keywords
Interacções sociais entre pares Tutorado Beneficios cognitivos Social interactions Peer tutoring Cognitive gains
Citation
Analise Psicológica, XVI(2), 277-283
Publisher
Instituto Superior de Psicologia Aplicada