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Revista Psicopedagogia

versão impressa ISSN 0103-8486


OLIVEIRA, Wellington de Almeida et al. Sleep quality influence on learning in science teaching. Rev. psicopedag. [online]. 2019, vol.36, n.109, pp. 73-86. ISSN 0103-8486.

INTRODUCTION: Sleep is a reversible behavior of the perception disconnection to the environment necessary for the maintenance of physical and cognitive health. Its relation to learning is crucial for the individual to be able to produce learning. In the school context, understanding these processes is essential to ensure that the practical classes are efficient. Thus, this study aims to study the relationship between the chronotype, the behavioral profile and the effectiveness of the practical classes. METHODS: Seventy-five students from a fundamental school, Vitória de Santo Antão, Pernambuco, Brazil, were selected. Students of the 6th or 9th levels had their behavioral profile of sleep, anxiety, and chronotype traced through the questionnaires of sleep quality index, IDATE trait-state and questionnaire of morning-evening. Subsequently, they were submitted to three practical classes and at the end was applied mental map and questionnaire to evaluate the performance. RESULTS: After analyzing the data, it was observed that students with a tendency to anxiety and depression obtained low incomes regardless of the methodology used, whereas students with sleep disorders presented low income, except for the multimedia resource methodology applied to science teaching. Finally, there were different performances in the chronobiological profiles of the students, where students with extreme profiles obtained good income to science teaching and learning. CONCLUSION: Therefore, behavioral dysfunctions may act as a limiting factor in learning, but depending on the type of methodology applied to science teaching, this can be attenuated.

Palavras-chave : Sleep; Behavior; Learning; Science Teaching.

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