ANALYSIS OF THE RELATIONSHIPS BETWEEN COGNITIVE FLEXIBILITY THEORY, BLOOM'S REVISED TAXONOMY, AND THE GAME MINECRAFT FOR TEACHING AND LEARNING PHYSICAL CONCEPTS OF MOTION AND MECHANICAL ENERGY

Abstract

This work aims to analyze whether the Cognitive Flexibility Theory (CFT) and Bloom's Revised Taxonomy (BRT) can be articulated in order to enable the creation and evaluation of Physics teaching and learning activities mediated by the game Minecraft. The CFT, proposed by Rand Spiro, emphasizes the importance of restructuring knowledge in complex domains, promoting multiple representations and the practical application of knowledge. BRT organizes educational objectives into levels of increasing complexity: remember, understand, apply, analyze, evaluate, and create. The Minecraft game served as an environment that allows you to explore physical concepts in an interactive and practical way, aligning with the principles of CFT and BRT. Based on the analysis of these principles, we propose a four-step structure for students to perform tasks in the game. Each stage consists of activities created within the game and that address concepts such as kinetic energy, gravitational and mechanical potential, uniform and uniformly varied movement and dissipative force work. A test of the built environment (map) was carried out in a 3-hour workshop in the second half of 2024 with seven participants. From the results of this application we observe that the combination of CFT and BRT through the Minecraft game  can enrich the teaching-learning process, offering an adaptable and engaging approach.