Active Teaching Methodologies Research Articles

The impact of the integration of digital platforms and active teaching strategies (Kahoot!) on the performance of Brazilian medical course students in the discipline of histology.

Teaching human histology is part of understanding the tissues of the human body and, therefore, it is part of the training curriculum of all health courses. The increase in technologies and active teaching methodologies has a positive impact on student learning, as it reduces the challenges present in the subject. Therefore, this work aimed to compare the performance of students in the histology discipline, when compared to traditional teaching methodology and its association with game-based learning and a basic histology teaching platform. Three classes of the medical course were selected between the years 2022 and 2023, each of which was separated into a group. One group did not have access to any platform, being called the Traditional Group (TG), a group that used Kahoot!, being called the Kahoot Group (KG), and a group that used the teaching platform, being called the Histoatlas Group (HG). Both KG and HG groups showed greater effectiveness in learning and improved performance, when compared to TG. These improvements in KG and HG were also highlighted as learning aids and easy to use. KG students performed better in the practical test when comparing groups. However, this difference was not observed in the students' averages. However, students pointed out the relevance of trying to improve the traditional teaching methodology. Therefore, this study points out that, even though the traditional teaching methodology is efficient in the student's teaching and learning process, there is a need on the part of students to make the subject more dynamic.

Low-cost desktop learning factory to support the teaching of artificial intelligence

The following document details low-cost hardware and open-source available software tools that can be combined to support active teaching methodologies like Problem-Based Learning (PBL) and incorporate work-oriented technological skills in students. This proposal presents a prototype of Open Educational Resources (OER) that integrates software and hardware tools for the specific purpose of facilitating instruction in Artificial Intelligence. The hardware consists of affordable electronic devices, including an Arduino board, servo motors, sensors, a relay and a motor, all integrated into a scaled conveyor belt. On the other hand, open software was used to implement an image classification program with different features (shape, color, size, among others). The exact construction steps, circuits, and code are presented in detail and should encourage other scientists to replicate the experimental setup, especially if they are looking for experimental teaching of artificial intelligence, since the system allows object classification using the machine learning paradigm to facilitate the teaching of artificial intelligence concepts with computer vision concepts.

The Flipped Classroom Optimized Through Gamification and Team-Based Learning

Abstract The increase in digital teaching and learning methodologies creates the opportunity for new educational approaches, both in terms of pedagogical practice and in the availability of new technological tools. The flipped classroom as an active teaching methodology is one example of blended learning (b-learning), which aims to harmonize and enhance the fusion of face-to-face teaching with online teaching, allowing students to get better use of both face-to-face contact with classmates and professors and digital teaching resources. However, active teaching methodologies allow us to merge educational techniques from different methodological approaches, for example, gamification and team-based learning (TBL), among others. This study aims to demonstrate how to implement a flipped classroom with the possibility of integrating gamification and TBL, indicating possibilities and challenges to overcome, through the comparative study and research carried out with students in higher education. The study was conducted with a group of 88 students from the engineering and technology fields, which showed that students have a very positive perception of active teaching methodologies and their teaching and learning techniques, especially those involving digital. Data collection was performed by a survey submitted to quantitative analysis using the Software SPSS version 28.

Exploring Automatic Readability Assessment for Science Documents within a Multilingual Educational Context

AbstractCurrent student-centred, multilingual, active teaching methodologies require that teachers have continuous access to texts that are adequate in terms of topic and language competence. However, the task of finding appropriate materials is arduous and time consuming for teachers. To build on automatic readability assessment research that could help to assist teachers, we explore the performance of natural language processing approaches when dealing with educational science documents for secondary education. Currently, readability assessment is mainly explored in English. In this work we extend our research to Basque and Spanish together with English by compiling context-specific corpora and then testing the performance of feature-based machine-learning and deep learning models. Based on the evaluation of our results, we find that our models do not generalize well although deep learning models obtain better accuracy and F1 in all configurations. Further research in this area is still necessary to determine reliable characteristics of training corpora and model parameters to ensure generalizability.

COMPETÊNCIAS E HABILIDADES NO CURSO DE ADMINISTRAÇÃO POR MEIO DA METODOLOGIA DE APRENDIZAGEM BASEADA EM PROJETOS MEDIADA POR TECNOLOGIA

This work aims to verify the effectiveness of the application of the active Project Based Learning methodology, mediated by technology, in the development of competences and skills defined by the National Curricular Guidelines of the Administration course. In this sense, a case study was carried out at the Faculty of Administration Guaratinguetá, as well as an action research, in the discipline Integrator Project of this institution. The research is descriptive and applied, with a quantitative qualitative approach to the results. It is considered that this active teaching and learning methodology has specific characteristics and activities, which were observed in the teacher's planning, as to integrate theory and practice, to stimulate the student's role and autonomy in the teaching and learning process, to promote engagement with tasks, development of a project contextualized with extra-school life, being a challenging, procedural and participatory learning, contributing to the development of competences and skills prescribed by the guidelines. In addition, when mediated by technology, it also contributes to the facilitation of individual and group learning, which, likewise, contributes to the development of competences and skills, as pointed out by the research sample. Thus, it is considered effective for both. In this case, as an indication for future research, the importance of pointing out the contribution that active methodologies can bring to the construction of the competency-based Pedagogical Course Project s emphasized.

COMPETÊNCIAS E HABILIDADES NO CURSO DE ADMINISTRAÇÃO POR MEIO DA METODOLOGIA DE APRENDIZAGEM BASEADA EM PROJETOS MEDIADA POR TECNOLOGIA

This work aims to verify the effectiveness of the application of the active Project Based Learning methodology, mediated by technology, in the development of competences and skills defined by the National Curricular Guidelines of the Administration course. In this sense, a case study was carried out at the Faculty of Administration Guaratinguetá, as well as an action research, in the discipline Integrator Project of this institution. The research is descriptive and applied, with a quantitative qualitative approach to the results. It is considered that this active teaching and learning methodology has specific characteristics and activities, which were observed in the teacher's planning, as to integrate theory and practice, to stimulate the student's role and autonomy in the teaching and learning process, to promote engagement with tasks, development of a project contextualized with extra-school life, being a challenging, procedural and participatory learning, contributing to the development of competences and skills prescribed by the guidelines. In addition, when mediated by technology, it also contributes to the facilitation of individual and group learning, which, likewise, contributes to the development of competences and skills, as pointed out by the research sample. Thus, it is considered effective for both. In this case, as an indication for future research, the importance of pointing out the contribution that active methodologies can bring to the construction of the competency-based Pedagogical Course Project s emphasized.

Mapping the learning styles of medical students in Brazil

BackgroundMedical education has evolved based on the application of pedagogical actions that place the student as the protagonist of the learning process through the use of active teaching methodologies. Within this context, higher education teachers should use strategies that focus on the student and his/her context and avoid traditional teaching methods. Specifically in medical schools, there is an even greater challenge since the teaching methods of medical curricula differ from those used in previous schooling. Consequently, students acquire their own style of processing information that is often incompatible with the profile of medical schools. This may be one of the factors responsible for the lack of motivation among undergraduates.ObjectiveThe aim of this study was to characterize the learning styles of students enrolled in a Brazilian medical school using the Felder-Soloman Index of Learning Styles (ILS).MethodsThis was a cross-sectional, descriptive, quantitative study that included students from the 1st to the 6th year of a Brazilian medical school. The students participating in this study voluntarily answered 44 questions about learning styles of the Felder-Silverman instrument validated in Brazil. The instrument was divided so that each domain consisted of 11 questions with two response options in which only one could be selected. For each domain, a score (1 point) was assigned to the selected option (a, b) of the question and the learning style category was determined as the difference between these values. For data collection and tabulation, we used the Learning Syle Platform (EdA Platform) developed based on Felder’s studies since this system processes information about the dimension analyzed, the preferred style, and the most striking characteristics of each style.ResultsThe results showed that sensing was the preferred learning style of the students, followed by the sequential and visual styles. It was not possible to determine whether gender or age influences the choice of learning methods because of the homogeneity of the results.ConclusionsThe present data will enable teachers of the institution involved in this study to plan pedagogical actions that improve the students’ self-awareness, as well as their teaching-learning skills, by choosing the most adequate active methodologies for the medical education programs considering the individuality of each student and class.

Enhancing curricular integration of the SDGs: fostering active methodologies through cross-departmental collaboration in a Spanish university

Purpose This study aims to assess the effectiveness of active teaching methodologies, namely, problem-oriented learning and the case method, to develop sustainability competencies. It also analyses the advantages and challenges for teachers when implementing the sustainable development goals (SDGs) in eight undergraduate and postgraduate degrees within the framework of a cross-departmental collaboration. Design/methodology/approach A mixed research methodology was used: a quantitative study to assess the levels of acquisition of sustainability and research competencies and the potential correlation between them, as well as a mixed study of the advantages and challenges for the teachers participating in the cross-departmental initiative. Curriculum content linked to the SDGs was worked on. Active teaching methodologies and a competency assessment rubric were used as curriculum implementation strategies in the eight courses involved. Findings Active teaching methodologies are suitable to implement the SDGs in university teaching and to develop both sustainability and research competencies. A synergic effect is observed between them. Coordinated work between teachers of different subjects in several degrees contributes to developing a culture of sustainability at the university. Research limitations/implications Although the collaboration between teachers from different disciplines was successful, this study did not promote interdisciplinary projects among students from different degrees. This promises to be highly valuable for future research. Practical implications Students can become present and future leaders in achieving the SDGs. This approach can be replicated in other educational institutions. Social implications This study bridges the gap between theoretical recommendations and the practical implementation of the SDGs in undergraduate and postgraduate degrees. Originality/value Coordinated work between teachers of different subjects in different degrees contributes to the development of a culture of sustainability at the university.

Teaching and mental health in medical students.

The objective of this study was to evaluate the relationship between quality of life, perceived stress, anxiety, and depression in medical students and the university teaching method: traditional method versus active methodology. Four questionnaires were administered to volunteer students (n=361) enrolled in two institutions that employ active (Universidade Tiradentes) or traditional (Faculdade de Medicina do ABC) teaching methodology: socioeconomic level; brief quality of life (World Health Organization Quality of Life-Bref); perceived stress scale (PSS10); and depression and anxiety scale (hospital anxiety and depression scale). Of the students who responded to the questionnaires (226 UNIT and 135 FMABC), 70% were female and 67% were White. The majority did not use medication for depression (90%), anxiety (81%), and stress management (91%). Regarding anxiety, it was found: absence in the traditional method and moderate anxiety in the active methodology (26% UNIT×13% FMABC) (p<0.001). Regarding quality of life, it was found to be better quality of life in the environment domain at FMABC (78.12%) versus 71.88% at the UNIT (p<0.001). There was no difference between the institutions in relation to depression and perceived stress, and in quality of lifethere was only a difference in the environmental domain (p<0.001). In relation to gender, stress was higher in females (93.7%) than males (79.6%) with p<0.001. Differences were recorded between the groups regarding anxiety, with a predominance in UNIT students (active methodology), and no differences were recorded in relation to depression, perceived stress, and quality of life in all domains, except for the environment domain, which was higher in the traditional methodology, although about one-third of participants used medication for anxiety/depression.

Virtual Reality and Simulation Videos as Effective Training Tools for Creating Safe and Inclusive Environments for Transgender People.

University education is undergoing a paradigm shift towards active methodologies, such as virtual reality and training videos, which have proven to be valuable resources, especially in the health sciences. The scarcity of existing research on the topic prompted us to conduct this study, which seeks to measure the knowledge gained from the aforementioned tools by users, their level of satisfaction with them, and their perceived utility. This is a quasi-experimental intervention study analysing the impact of virtual objects as learning resources for undergraduate nursing students. Fifty-four participants completed the training, yielding highly significant differences between their mean scores, with a high statistical power and a large effect size. A total of 85.46% of participants confirmed that the virtual resources helped them considerably to empathise with the experiences of trans people in healthcare settings. Students were comfortable using the virtual resources, very satisfied with the methodology employed, and would recommend the training received. University teaching must adapt to meet the current legislations and changing health needs of society, and teaching staff must be prepared to implement new active teaching methodologies that make learning a more dynamic process. Considering these results, our study serves as a guide for other nursing educators who seek to promote inclusive healthcare regarding gender diversity. This study is not registered.

THE USE OF ACTIVE METHODOLOGIES TO PROMOTE THE ENGAGEMENT OF FOREIGN LANGUAGE STUDENTS

This article addresses the use of active methodologies in foreign language teaching in higher education, aiming to promote student motivation and engagement. The transformations that have occurred in this area have driven the search for more effective and engaging pedagogical approaches. Traditional methods often fail to meet students' expectations, resulting in low motivation and engagement. Research highlights the importance of motivation and engagement for successful learning. Active methodologies, which place students as protagonists of the learning process, have proven to be a dynamic and participatory alternative. Studies show that such approaches result in greater student motivation and engagement. In addition, the use of educational technologies, such as digital games, has also been shown to be effective in this context. However, further research is needed to explore their applicability and provide practical guidance to teachers. The implementation of active methodologies requires careful planning and adaptation to students' needs and teaching contexts.

Providing a Common Approach to Designing Dataset-Based Learning Activities Based on a Literature Review

While there are references available in the literature regarding learning experiences with Dataset-Based Learning (DBL) approaches, there is a noticeable absence of a standardized model for designing DBL activities. This gap was identified in this work after performing a systematic literature review (SLR). In contrast to other active learning methodologies, the lack of a common framework for the DBL methodology makes it challenging to compare different DBL approaches. This paper highlights the knowledge gap in the methodology for designing DBL activities and aims to provide a common approach for sharing the view and details about what DBL entails in higher education and how to design a DBL activity. Additionally, we illustrate these concepts with three case studies in different engineering fields. Based on the SLR results and the review of additional literature, this work defines DBL as an active teaching methodology that focuses on using datasets to promote the learning and understanding of specific concepts and skills. These datasets should contain real data presented in different formats. As a common starting point, in a DBL lesson, the dataset not only provides information and context in the activity statement but also serves as the material to work with, and the solution to the activity is entirely extracted from the information contained in the dataset.

Evaluating gender awareness, gender-related health knowledge and patient pain legitimation among nursing students: A quasi-experimental study

The aim of the study was to measure the associations between and the evolution of gender awareness, gender-related health knowledge and patient pain legitimation among nursing students. BackgroundEvidence indicates that gender equity skills are still lacking among nurses. Indeed, several studies report gender-biased patient assessment and care, arguing that greater attention should be paid to the gender perspective at university, in order to train nurses who are sensitive to this issue. Recently, certain gender perspective measurement scales have been adapted to the nursing population, offering new opportunities for the educational field. DesignA quasi-experimental study was used for this study. MethodsThis study was conducted in the second semester of the first year of the Nursing Degree run by the University of the Basque Country. A sample of 103 students enrolled in the Anthropology, Ethics and Legislation module completed the Nijmegen Gender Awareness in Medicine Scale, the Pain Legitimation Scale and the Gender Perspective Health Knowledge Scale before and after the second semester, during which part of the syllabus focused on developing gender equity skills. Data were collected between January - April 2022. ResultsWe found positive correlations between gender-related health knowledge and pain legitimation at post-test, and between said knowledge and gender sensitivity at both pre- and post-test (p < 0.05). The repeated measures indicated that traditional expositive teaching did not increase overall scores for gender awareness, gender-related health knowledge or pain legitimation. ConclusionsThe results suggest that gender-related health knowledge may be a key modifiable factor that leads to enhanced gender awareness in dealings with patients. However, traditional expositive lectures were not enough to produce a robust increase in gender awareness, pain legitimation or gender-related health knowledge levels. The effectiveness of active teaching methodologies should be tested, in order to help nursing students strengthen their resistance to clinical gender stereotypes and become active assets in the move from inequality to equity.

Active methodologies in human physiology teaching: experience report in the medicine course

The medical curriculum traditionally has divisions such as the basic cycle and the clinical cycle, in which the first includes subjects and areas of knowledge that serve to guide and subsidize the clinical reasoning built in the second. Among the subjects of the basic cycle, Human Physiology is included, responsible for studying the physiological processes that determine the state of balance in the organism. However, not infrequently, it is noted that some obstacles hinder the study of physiology: high workload, complexity of subjects, and interest of students. In this sense, this study aims to present an experience report on the importance of monitoring in the discipline of physiology as an opportunity for active methodologies. During the monitoring, the organic systems studied were worked on in the form of clinical cases, which required reasoning, study, and participation from the students. At the end of the semester, an online questionnaire was constructed to obtain students' opinions about the impact of monitoring on their learning. As a result, based on the assessment made by the students, monitoring exerted a positive influence on the process of studying physiology, since students were able to practice what was learned in class, bringing the subject closer to medical practice.

New pedagogical practices in architecture and urbanism: a application study of active methodologies and learning styles

The research addresses the teaching-learning difficulties of the Architecture and Urbanism course at the Federal University of Tocantins (UFT) and investigates whether these problems, raised with the help of the Structuring Director Nucleus (SDN), are inherent to higher education in the area or if they arise in high school issues. The Pedagogical Innovation project (PIP), responsible for the work, used the technique of listening and embracement to identify difficulties and promoted dialogues with the professors, using action-research methodology, about active teaching methodologies and learning styles. Didactic materials were developed and leveling workshops, tutoring and short courses also based on active methodologies were carried out. The result indicated that the problems are similar in both spheres of teaching and that the teachers' teaching process is related to their own learning styles. Finally, the workshops and tutorials that were carried out, were widely accessed by the students, contributing to the cyclical process of teaching and learning.

Validation of an Instrument on Perceptions of Heritage Education through Structural Equation Modeling

The aim of this paper is to analyze the validity of a questionnaire designed to analyze teachers’ perceptions of how heritage is taught. The methodology used is quantitative with a non-experimental design based on a Likert-type questionnaire. The sample is non-probabilistic and consists of 132 primary education teachers from the region of Agrigento (Sicily, Italy). For the data analysis, a structural equation model has been employed. The results show that the validated questionnaire explains the variability of 60% of the surveyed teachers. The teachers identify three teaching approaches in accordance with the theoretical approach of the research: a traditional approach based on the memorization of contents, with which 58% of the teachers identified; a student-based model focused on active learning strategies (23%); and an intermediate model (21%). Consequently, a renewal can be appreciated in the teaching of heritage that can encourage the promotion of training with regard to heritage education and the use of an active teaching methodology. Finally, the instrument has been validated and shown to be appropriate, which implies that the conclusions drawn from applying the model serve to explain teachers’ perceptions of heritage teaching.

PHYSICAL ACTIVITY AND COGNITIVE DEVELOPMENT IN HIGH SCHOOL STUDENTS

The purpose of the research work is to establish the importance of physical activity to improve cognitive development in the subject of Physical Education with second-year high school students, it was oriented towards the use of an active teaching methodology. Theresearch had a quantitative approach, of a quasi-experimental type, with a descriptive and correlational scope, with the goal of making statistical comparisons of the relationship of the study variables between the control and experimental groups; The intervention was carried out with the study or experimental group made up of 54 students who make up parallels A and B corresponding to the second year of high school; the technique used was the survey and the questionnaire was its instrument, made up of a total of 25 questions divided into two sections; When making the comparisons, the arithmetic median of the experimental group in the post-test reached 7.76 and in the control group 5.87; which means that after applying 3 workshops and 8 physical activities, after 8 weeks of intervention only with the students of the experimental group, the application of the proposal gave excellent results and achieved full compliance with the research objective; To verify this result, a satisfaction survey was finally applied to the students of the experimental group, in other words, it had a positive impact on the cognitive development of the students.

Improving motivation in pre-school education through the use of project-based learning and cooperative learning

IntroductionThe emphasis on skills-based learning has caused curricular change in education systems across the European Union, particularly in terms of the increased use of active teaching methodologies at all stages of education. These sorts of methodology are proven to have a positive impact on students’ motivation to learn and involve teaching strategies that represent a significant departure from traditional approaches. In this way, teachers in Pre-school Education can employ play-based strategies, which not only foster students’ acquisition of new skills but also their motivation. The objective of this study is to assess the impact of using active methodologies on the intrinsic motivation of students in the second cycle of Pre-school Education (3–6 years old) toward the process of teaching and learning.MethodsTo this end, a quantitative investigation was undertaken involving a non-probabilistic, convenience sample of 77 students in publicly funded Pre-schools. The selected students were asked to complete an ad hoc questionnaire to measure their motivation with respect to the methodology implemented in their classroom. Data were analyzed using the statistical program SPSS v.26 statistical significance was reached for all motivation variables (p &amp;lt; 0.05).ResultsA particularly important result was the finding that motivation among our pre-school cohort varied strongly in relation to sex with girls demonstrating greater motivation than boys.DiscussionAlso of interest are the findings that older pupils showed higher levels of motivation and students in the rural center were more motivated than those who study in the urban center. In conclusion, the implementation of active methodologies in Pre-school Education appears to foster students’ motivation to learn.

Development of low-cost educational technology for teaching symptomatological interrogation

Introduction: Symptomatic interrogation (SI) provides a detailed investigation of each group of organs in the human body, correlating symptoms of different systems that are not always related to the main complaint. Despite its importance, IS is extensive, making its learning challenging for academics, reinforced by traditional and mechanistic teaching methods. Therefore, the objective of this research was to develop a didactic game that would enable better IS learning. Method: An iterative creation methodology was used, which is based on improving knowledge in a cycle and correcting possible game failures. This technique is divided into phases: communication, planning, modeling and construction. From this, it was decided to create a traditional low-cost game with wide access through cards. Results: The IS were divided into 10 large groups and divided by system or region, totaling 436 letters. Each technical term of the sign is followed by four descriptors with only one alternative corresponding to the questioned item. The template can be accessed through the QR code with your cell phones. The game is available for free to access and download. Conclusion: Technology is part of the daily life of all students, therefore, this tool should be used as a learning facilitator. Teaching through games brings speed and quality to learning, encouraging students to keep their attention, following the active teaching methodology model. So, this tool does not seek to replace the current teaching model, but to add. In future research, the aim is to develop a study that evaluates the change in academic performance before and after using this device.

Por que e como reformar um currículo inovador? Um relato de experiência de Londrina

Abstract: Introduction: The undergraduate medical course of the State University of Londrina was the second in Brazil to adopt an integrated curriculum and Problem-Based Learning (PBL). Despite its innovative curriculum, which became a reference for other schools, new assessments showed the need to reform it. Experience Report: Systematic course evaluations showed some issues: difficulties in adaptation of new students attending the first year; disorganized sequence of contents throughout the course; teachers’ lack of motivation for activities from first to the fourth years; need to include new contents; and deterioration of the methodology (PBL) in third and fourth years. A wide collective effort for curricular reform was initiated, which led to important changes, such as: a more welcoming first year, by including mentoring and activities for the leveling of basic knowledge; chronological reorganization of contents; redesign of modules around great areas of knowledge or related specialties; adoption of new and more motivating active learning and teaching methodologies, and the inclusion of new topics/trends. Discussion: The adoption of other active learning and teaching methodologies present strategic advantages in replacement for PBL. Team-Based Learning (TBL) is a more structured method than PBL, so it can help newcomers to adapt to the first year and make it easier to implement active methodologies in a context of teacher shortage. Case-Based Learning (CBL) generates higher motivation and can be more effective to foster the development of clinical reasoning skills in the preclinical years. Conclusion: The new curriculum, incorporating the changes described above, started in 2022. Further evaluations will show whether the changes will improve the course in terms of adaptability, motivation and learning outcomes.