Evaluation of the quality of teaching mediation in a university environment

Wagner Bandeira Andriola

doi:10.7213/1981-416x.21.068.ds04

Abstract

In Reuven Feuerstein's Cognitive Structural Modifiability Theory, 12 dimensions characterize teacher mediation, four of them are universal: intentionality and reciprocity; transcendence; meaning; awareness of modifiability. To validate the instrument aimed at evaluating the quality of teaching mediation, a sample of 531 undergraduates from 12 undergraduate courses, whose average age was 22.5 years (standard deviation 3.6 years), with a gender predominance (n = 309 or 58.2%) and the majority came from baccalaureate (n = 359 or 67.6%). The results showed a factorial structure in which the 26 assertions of the instrument were grouped into the four universal factors, with very high indexes of validity (self-values between 1.33 and 9.14, explained variance between 5.13% and 35.15 %) and reliability (Cronbach's alphas between 0.71 and 0.91). The analysis of Variance (ANOVA) detected significant differences in the quality of teacher mediation of the courses in the areas of Human Sciences, Health Sciences and Technology in three of the universal factors (F = 12.96; p < 0.001 - Factor intentionality and reciprocity; F = 5.42, p < 0.001 - Factor transcendence, F = 13.40, p < 0.001 - Factor awareness of the modifiability). It is concluded that the instrument has a high degree of confidence and validity, and can be used to evaluate the quality of teacher mediation in a university environment.

Highlights

One of the bordering areas between Psychology and Neurology is the Neuropsychology
There will only be learning if there are neurotransmission processes resulting from the teaching approach and action, enriched by metacognitive processes (BROWN, 1987)
It takes over the concept of mediator that, according to the optics in Neurology, is a function of neurotransmitters, chemical substances whose main action occurs in the connections between one neuron and another, or between one neuron and one muscle or glandular cell, allowing the transmission of nerve impulses (ARDILA, 2008)

Summary

Introduction

The concept of mediator is fundamental for understanding some of its theoretical assumptions, among which the mediation, which is used to denote the information transmission action realized by the neurotransmitters in the neural network (ROTTA; OHLWEILER; RIESGO, 2016). The clarity of this concept is fundamental for understanding the processes involved in the execution of the act of thinking. There will only be learning if there are neurotransmission processes (neurological foundation) resulting from the teaching approach and action (pedagogical foundation), enriched by metacognitive processes (BROWN, 1987). Transcending from Neurology to Psychology, the relevance of this mechanism (of mediation) is glimpsed to understand the learning process, because the essence of the learning act is in its own construction of information, of concepts and theories which should enable the generation of new knowledge managed by metacognitive processes, whereupon the mediator is vital (BROWN; CAMPIONE; DAY, 1981)

Objectives

Methods

Results