Interfaces da flexibilidade cognitiva e da aprendizagem em fóruns de discussão

Abstract

This work aims to present a systematic review of the literature on Cognitive Flexibility as the ability to inhibit a response, change an opinion or attitude by another more appropriate. This feature of human behavior is present in the learning theory developed by Spiro and colleagues, as well as in the executive functions cognitive neuropsychology. The activities prepared for discussion forums based on these principles can provide the conceptual basis for teachers to stimulate coping cases or problem situations, in order to promote the flexibility of thinking, active learning and the role of students, based on a body of knowledge already seized earlier. We used as a source of search 12 databases, resulting in a total of 224 documents founded, of which 56 were selected as relevant to the present study, after application of the exclusion criteria. Cognitive Flexibility was appointed as a learning theory able to develop the ability of flexible thinking and cognitive constructs that promote the knowledge of the students, helping them to better understand the social conventions and technological interference that combine verbal and non-verbal texts with various mathematical, graphic, diagrammatic and schematic expressions, as well as the apprehension of resolute way of a case or problem situation.