Características atribuídas a jogos educativos: uma interpretação Analítico-Comportamental

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Abstract

Resumo:Há muitas maneiras de arranjar contingências para promover a aprendizagem, sendo os jogos educativos uma delas. Este artigo apresenta uma revisão da bibliografia relativa a pesquisas empíricas que empregaram jogos educativos para a coleta de dados com o objetivo de identificar argumentos em que os autores especificam as características dos jogos e interpretá-las com base nos princípios da Análise do Comportamento. Realizou-se uma busca com o operador boleano "AND" nas bases de dados Scielo e Pepsic e os descritores jogos educativos; jogos AND educação; jogos AND saúde, na Base Scielo e jogos; jogo; jogos AND brinquedos na Pepsic. Foram selecionados sete artigos e identificaram-se argumentos que permitiram destacar as seguintes características dos jogos: operações estabelecedoras, instrucional e de controle de estímulos (discriminação e generalização). Reconheceu-se a partir dos argumentos dos autores da bibliografia revisada que os jogos educativos apresentam características de estratégias de ensino e motivadoras e podem contribuir para a programação de contingências de ensino eficazes e eficientes.

Translated abstract

Abstract:The bibliography of empirical research that used educational games for the data collection has been reviewed in order to identify arguments in which authors specified the games characteristics and interpret these based on the principles of Behavior Analysis. A search with the boolean operator "AND" has been performed in the databases Scielo and Pepsic and the descriptors educational games, games AND education, games AND health (Base Scielo) and games; game; games AND toys (Pepsi). Seven articles were selected and the arguments that have underlined the following games have been identified: establishing operations, instructional and stimulus control (discrimination and generalization). It was recognized from the authors' arguments of the reviewed literature that educational games have characteristics of teaching strategies and motivating, leading to the conclusion that they can contribute to the programming of effective and efficient teaching.

Translated abstract

Resumen:Hay muchos modos de conseguir contingencias para promover el aprendizaje, siendo los juegos educativos una de ellas. Este artículo presenta una revisión de la bibliografía relativa a la investigación empíricas que emplearon juegos educativos para la recolecta de datos con el objetivo de identificar argumentos en que los autores especifican las características de los juegos e interpretarlas con base en los principios del Análisis del Comportamiento. Se realizó una búsqueda con el operador boleano "AND" en las bases de datos Scielo y Pepsic y los descriptores juegos educativos; jugos AND educación; juegos AND salud, en la Base Scielo y juegos; juego; juegos AND juguetes en la Pepsic. Fueron seleccionados siete artículos y se identificaron argumentos que permitieron destacar las siguientes características de los juegos: operaciones establecedoras, instruccional y de control de estímulos (discriminación y generalización). Se reconoció a partir de los argumentos de los autores de la bibliografía revisada que los juegos educativos presentan características de estrategias de enseñanza motivadoras y pueden contribuir para la programación de contingencias de enseñanza eficaces y eficientes.

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Behavioral cusps: a developmental and pragmatic concept for behavior analysis.

J Rosales-Ruiz, D M Baer (1997)

Most concepts of development explain certain behavior changes as products or markers of the invariable succession of emerging periods, stages, refinements, or achievements that define and order much of an individual's life. A different but comparable concept can be derived from the most basic mechanisms of behavior analysis, which are its environmental contingencies, and from its most basic strategy, which is to study behavior as its subject matter. From a behavior-analytic perspective, the most fundamental developmental questions are (a) whether these contingencies vary in any systematic way across the life span, and thus make behavior change in a correspondingly systematic way; (b) whether some of these contingencies and their changes have more far-reaching consequences than others, in terms of the importance to the organism and others, of the behavior classes they change. Certain behavior changes open the door to especially broad or especially important further behavior change, leading to the concept of the behavioral cusp. A behavioral cusp, then, is any behavior change that brings the organism's behavior into contact with new contingencies that have even more far-reaching consequences. Of all the environmental contingencies that change or maintain behavior, those that accomplish cusps are developmental. Behavior change remains the fundamental phenomenon of development for a behavior-analytic view; a cusp is a special instance of behavior change, a change crucial to what can come next.

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Study of lead exposure to children residing near a lead–zinc mine

Ranjana Choudhari, N. G. Sathwara, V. Shivgotra … (2010)

This lead exposure study was conducted in a total of 452 school children in the age group of 9–14 years. Two hundred and ninety-eight exposed children came from the villages situated within a 2.5 km radius of the lead–zinc mine whereas the comparative group children were selected from the villages at least 10 km away from mine. Environmental monitoring study suggested that lead levels in air and water samples near the mining areas were within the Central Pollution Control Board prescribed standards. Lead levels in about 80% of the children were less than 10 μg/dl. Medical examination of all children did not show any signs related to lead toxicity but central nervous system-related symptoms, as reported by the subjects during medical examination, were found to be higher in the exposed group when compared with the comparative group. The values of physical growth parameters of the exposed group were comparable with that of the comparative group for both girls and boys. Hence, the physical growth of children was found to be unaffected by the observed level of lead exposure. To safeguard the health of the children residing near the mining area, various preventive and control measures were suggested.