Ensino, aprendizagem e neurociência: investigando as relações da Memória de Trabalho e da Carga Cognitiva com a aprendizagem sobre eletricidade a partir de uma abordagem baseada em Metodologias Ativas

Abstract

This study investigates the relationship between working memory, cognitive load, and learning in scientific tasks addressing the topic of electricity. A total of 88 students from higher education institutions in Northeastern Brazil participated, with 60 taking part in individual working memory tests. The research employed a didactic sequence based on Active Methodologies, implemented over six lessons, with data collected on performance, working memory profile, and perceptions of intrinsic, extraneous, and germane cognitive load. The analysis involved association tests between variables such performance difference (as an indicator of learning), cognitive load measured by the PAAS scale, and performance profile assessed through a Digit Span task. Statistical analyses included ANOVA, Spearman’s correlation, and Linear Mixed Models, given the longitudinal nature of the study. The results indicated that working memory profile was not significantly associated with either performance or cognitive load, suggesting that temporary information retention capacity is not a determining factor for scientific learning in this context. In contrast, performance showed significant associations with all three dimensions of cognitive load, demonstrating that mental effort varies according to changes in cognitive repertoire resulting from learning, as well as differences in task complexity. Another finding revealed a trend of decreasing extraneous cognitive load as students progressed, while intrinsic and germane load increased, indicating a dynamic relationship between acquired knowledge and the perception of cognitive effort. These findings underscore the importance of pedagogical planning that takes cognitive architecture and Cognitive Load Theory principles into account, as well as the use of Active Methodologies to modulate perceived effort and foster effective learning. Evidence also suggests that learning may be associated with other variables not analyzed in this study, such as executive functions like inhibitory control and cognitive flexibility, since working memory appears unrelated to the learning process.