A prática de lembrar em treinamento corporativo : translação da pesquisa básica para a pesquisa aplicada

Abstract

Investigations in the area of metacognition and learning in school context have been demonstrating the benefits of memory recovery practice through the use of tests for over a century. Through the “test effect”, which deals with the use of testing as a learning tool, it is possible to predict that it is much more efficient to remember information learned when doing exercises such as free and multiple choice recall tests than rereading study of materials. This technique, known as the Retrieval Practice, has been widely studied in the international literature. In this sense, the present thesis had as main focus to investigate how the Practice of Remembering can also promote better learning of content taught in corporate training. In order to achieve this goal, it was first sought with the conceptual review article entitled Self-regulation, assessment and promotion of learning through the practice of memory recovery, addressing the question of assessment as a promoter of learning processes in the classroom. The article discusses, among other aspects, that an assessment carried out in watertight stages ends up disregarding the procedural character of the appropriation of concepts in the learning relationship. In this sense, the evaluation should have as its main character to point out ways to improve pedagogical actions. The way in which assessments often take place today is more in the service of quantitative detection than the student has been able to memorize at that time when the assessment instrument is applied, rather than to promote learning. The article discusses the main investigations regarding the effect of testing contents as a methodology to serve memory consolidation in the teaching and self-regulation processes of students, in addition to the application of tests and tests in final exams. It was concluded that the process of teaching in small steps, through the use of frequent tests, guiding the student practice, proves to be a favorable way to promote the student learning process, bringing significant long term results. Before seeking to apply the principles of the Practice of Remembering in corporate training, we sought with the article entitled Between the Ideal and the Real in Learning Assessment in Corporate Training to understand how training instructors have been conducting the learning assessments in their courses and the types of assessments performed in organizations. Fifteen instructors with experience in conducting in-company training were interviewed in order to identify the main strategies used in the measurement of learning content in training and also to know the challenges in the evaluation area. This study allowed us to understand questions related to learning assessment in corporate training, identifying that there is a gap between what models point out in the literature and work practice. There is a gap between what models point out in the literature and work practice. Immediate Reaction Assessment predominates in the practice of organizations, a tool that evaluates only issues related to the organization of training and didactics of the instructor. This tool does not allow you to measure how much learners retain from the learned content nor to determine how effective the training was and achieved its objectives. Respondents, while applying reaction assessment in their courses, understand that the tools they use are not ideal when it comes to assessing learning as a function of training. Participants reported that this is due to a lack of support and knowledge about the learning process by organizations that often provide instructors with limited time resources to complete the assessment process. The evaluations, when performed, occur punctually and without further follow-up. Therefore, indicators are not evaluated to verify the impact of training at work. This second article served as a subsidy for the third and final article of the tesis entitled The Practice of Remembering in a Real Learning Environment: Experimental Research in Corporate Training, which presented an experiment with factory workers in an attempt to translate basic research into research. applied through the use of Remembering Practice in a corporate training activity. Knowing the relevance of the test effect in the teaching-learning process in studies with elementary, middle and high school students, this experiment aimed to verify the effect of memory recovery practice in real training environment. Thus, a training was performed with 89 workers comparing the effect of the two modalities of Instructional Design (Restudy X Remembering Practice) were performed, comparing which technique would be more efficient for learning. The main hypothesis of the study was that the Remember Practice group, which performed the application of shortanswer tests, would have greater recall of post-training content than the group that only reread. However, the experiment concluded that there was no significant difference between the two Instructional Design groups in recalling long-term information when the Final Test was performed after 12 days apart. For the analysis of possible intervening variables in the result of the present experiment, in addition to Instructional Design, tests were applied to all participants to measure working memory capacity, long-term memory access and intelligence. Student's t-tests were applied for both Instructional Design groups, which were equivalent in all cognitive variables (p> 0.05). Covariance analysis (ANCOVA) was also performed to test whether the effect of Instructional Design could be mediated by cognitive variables. The results of the ANCOVA analysis between groups for Instructional Design (Remember vs. Re-Study Practice) and for covariates (intelligence, working memory capacity, and long-term memory access) did not reveal a major effect for Instructional Design. On the other hand, this analysis showed a major effect for intelligence F (1, 84) = 25,429, p = .0001, ηp2 .232. In short, those with the highest level of intelligence tended to perform better in the Final Test, regardless of Instructional Design. However, the explanatory power of the Final Test results from this ANCOVA model was quite restricted (R2 = .211). Research in the literature, presenting the benefits that the use of Remembering Practice can provide, was eminently carried out in a school and “laboratory” environment. Thus, one of the explanatory hypotheses for the results of this present experiment was that methodological issues, like the noises that a real teaching environment, the dispersion and the working pressure at the time of data collection may have affected the results of the study. In addition, this was an unprecedented study, being the first experiment using Remembering Practice conducted with a group of adults with low education and in a real learning environment, focused on professional training. An audience that, for the most part, had never received such training. A population profile still little explored in research on Remembering Practice leading to new discussions on issues not yet consolidated in the literature. The experiment, carried out in a factory organizational environment, also brought to light the challenges that arise when translating basic research to applied research in a real learning context.