Active Teaching Methodologies Research Articles

Comprehensive Approach to Training English Communicative Competence in Chemistry

Abstract The development of foreign language professional communicative competence (FLPCC) is crucial for professionals, considering communicative skills as an integral part of their competence. In Kazakhstan, acquiring a foreign language is a prerequisite for advancing chemistry education, enabling students to access global scientific advancements and exchange knowledge. Content and language-integrated learning (CLIL) stands out as an effective approach for cultivating FLPCC in future chemistry teachers. This study addresses the scarcity of theoretical and practical tools in content-language integrated learning in pedagogical universities. It aims to enhance the training quality for pedagogy bachelor’s degree students studying chemistry in a foreign language. By identifying active teaching forms, methodologies, and approaches in integrated learning, students’ foreign language competence can be successfully developed within the professional domain. A meticulously designed training model and exercises were developed to achieve these goals. The proposed modeling approach was evaluated using the Quasi research method, involving questionnaire data analysis. The results confirm that implementing this approach significantly improves future chemistry professionals’ training quality, enabling confident communication in English within their professional domains and demonstrating well-developed speaking skills. The practical value of this research extends to university educators implementing CLIL practices and researchers studying students’ FLPCC formation.

Modern aspects of pathology teaching

Introduction. Undergraduate medical curricula often fail to balance learning opportunities and integrate the study of basic and clinical sciences, allowing students to link theory and practice. The high educational potential of the experimental teaching method is due not only to its practical orientation but also to the possibility of reflection - critical analysis and synthesis of knowledge in the learning process.Aim of the study. Evaluate the possibility of introducing experiential learning in the study of pathology to improve the efficiency of students' perception of understanding the subject and subsequent application in clinical practice.Materials and methods. The study sample (n=362) consisted of 3rd year students of NAO «Karaganda Medical University», studying in the disciplines: «General pathology» and «Pathology of organs and systems» in the 2022-2023 academic year. The sample included 48.9% male and 51.1% female students aged 19 to 22. Respondents were divided into a main group (n=96) using an experimental training method and a control group (n=266) using a traditional training format. A specially designed questionnaire was used to study student satisfaction with training. Descriptive statistics methods were used to describe the assessments of students in the study groups. Thematic analysis was used to examine the data collected using open-ended questions.Results. The possibility of interaction and discussion with the teacher during the joint viewing of micropreparations of the studied cases was rated as «excellent» by 95.8% and 97.9% of students. With regard to the main characteristics of medical education in the study of pathology, four broad topics are verified, such as fundamental medical education, interaction with the teacher in obtaining medical education, teaching materials in medical education, and assessment in the field of medical education. The study used methods of descriptive statistics. Thematic analysis was used to process data collected using open-ended questions.Discussion. The high level of acceptance of interactive groups in the study of pathology and the general satisfaction of students reflect the desire and need for active teaching methodologies in modern medical education.Conclusion. Based on the findings, the practical teaching of pathology can be improved by revisiting the content and teaching strategies.

Evolving Assessment in Medical Education: Exploring the Role of Open-Book Examinations.

The landscape of medical education has witnessed significant transformations over the past decades, particularly with the advent of active teaching methodologies. However, despite these advancements, the traditional theoretical assessment methods have remained largely unchanged. This lack of evolution in assessment systems poses a challenge as it is crucial for assessment methods to evolve in tandem with teaching approaches to ensure a comprehensive and effective learning process in medical education. This paper reviews the integration and effectiveness of open-book examinations (OBEs) in medical education, reflecting their growing significance. An integrative review of the literature was conducted, drawing from a range of relevant publications over the last decade, sourced from databases such as PubMed, Web of Science, Scopus, and ERIC. The inclusion criteria focused on full-text articles in English, with search terms including "medicine," "assessment," "open book examination," "open book exam," and "open book assessment," combined using Boolean operators. Thirteen publications were selected and critically appraised using The Critical Appraisal Skills Program checklist. The analysis identified three primary thematic categories: "Teaching Strategy for Pandemic and Challenging Conditions," "Tool of Learning & Educational Impact", and "Operational Challenges & Future Directions". These themes were explored to understand the role and impact of open-book examinations in medical education. The findings indicate that open-book examinations are a crucial component in the evolving landscape of medical education. While certain reservations remain, open-book examinations have shown significant potential in fostering critical thinking, argumentation skills, and lifelong learning among medical students. They reflect the ongoing evolution of knowledge in the medical field and contribute to the development of professionals' adept at navigating and applying complex information. Further research is recommended to solidify these findings and expand the understanding of open-book examinations in medical education.

Nurse-midwifery students’ experiences in high-fidelity simulation: a focus group study

Introduction: Active teaching methodologies, particularly those using high-fidelity simulation, stand out in nursing education for their ability to facilitate the development of students' technical-scientific and non-technical skills, as well as prepare them for clinical practice. High-fidelity simulation using realistic models is an effective tool for improving students' communication skills, leadership and critical thinking. This study aims to explore nurse-midwifery students’ learning experiences in high-fidelity simulation.Methods: Explorative qualitative study using two focus groups interviews with nurse-midwifery students at the Higher School of Nursing. Qualitative data were analyzed using content analysis. Results: Two main themes emerged from content analysis: (i) Simulation-based learning and (ii) Simulation-based teaching. The first theme includes three categories: development of technical-scientific skills, development of non-technical skills, and preparation for internship. The second theme also includes three categories: enhancing theoretical knowledge, facilitating teaching, and post-scenario discussion (debriefing). Conclusions: The use of high-fidelity simulation as a teaching strategy in the training of nurse-midwifery students contributed to the development of technical and non-technical skills essential to nursing practice

Virtual reality applied as a teaching tool: 3D virtual tour at IFMT Tangará da Serra

This work aims to develop a virtual tour of the IFMT Tangará da Serra campus facilities using 3D modeling and Virtual Reality (VR) to be applied in the discipline of introduction to Computer Graphics of the technical course of Maintenance and Support in Informatics integrated to High School. VR allows the interaction and navigation of users in 3D environments maintained by computer, using mapping channels and analysis of user behavior, enabling the exchange of information between the virtual environment and the user, affecting one or more human senses. It is an interaction and entertainment technology that can be successfully applied to assist in teaching strategies in high school subjects. With the evolution of education, that is, the improvement of the processes of exploration, discovery, observation and construction of knowledge, new teaching tools have been emerging, among which virtual learning environments stand out because they allow people to conduct experiments or perform tasks in a new and different way that they could not do in the physical/real world, such as flying, visiting places that do not exist or are difficult to access through the manipulation and analysis of the object of study itself. Thus, VR will be fundamental in this process of educational evolution, where the use of digital tools such as ICTs (Information and Communication Technologies) is increasingly sought for the successful application of active teaching methodologies in the classroom. Therefore, the objective of this project refers to the development of an interactive VR system to be used with 3D VR glasses, designed, modeled and rendered using the free software Blender, to present a virtual tour of the facilities of the IFMT Tangará da Serra campus. This tool will be very useful for demonstrating computer graphics concepts to students, as well as to the external community, as a form of institutional promotion and marketing.

Criando Startups a Partir de Aprendizagem Baseada em Projetos na Disciplina “ZMV1386 - Biologia Molecular: Desenvolvendo Projetos”

Previous research has highlighted the necessity of enhancing the teaching-learning process, given the demand for a workforce that is proficient in formulating problem-solving strategies. The course in which the current didactic-pedagogical project was applied follows a project-based learning (PBL) approach, wherein students identify a problem within their area of ​​interest and formulate strategies to address it. With the goal of adapting this approach to real-world market conditions, the present proposal was conceived, focusing on simulating the establishment of startups based on developed projects. To achieve this, students initiate the activity by delineating the central problem that the company aims to solve, along with assigning a name to the startup, followed by the allocation of roles, strategic planning and resource identification, a recap of activities based on molecular technologies, projection of tasks for the upcoming semester, and specification of expected outcomes and limitations. In the last class of the course, projects completed over the semester were presented. Remarkable student engagement was observed in the startup simulation, encompassing the creation of websites, slogans, and logos to captivate the end consumer of the product or service. Additionally, an electronic survey was conducted to understand the students’ opinions, and the outcomes served to validate the success of the proposal. These findings further support the idea that active teaching methodologies have the potential to enhance the development of student skills toward problem solving within their future areas of activity.

A Neurotechnological Study to Quantify Differences in Brain Activity Using Game-Based Learning

This research delves into the comparative analysis of brain activity using gamification in the classroom versus traditional teaching. This study aims to employ neurotechnology to record and analyse the impact of active gamification methodology on relevant variables in the learning process within a traditional university education setting, presenting an innovative contribution to the existing literature. Neuroscience technology has been utilized to gauge cognitive processing of stimuli tailored for an academic experience in a university master's class. By scrutinizing brain recordings related to attention, interest, long term excitement, stress, relaxation, and engagement, the findings provide a quantitative assessment of key learning variables through brain signals. Gamification is the active methodology employed, and the application of neuroscience technologies facilitates an understanding of the variations in levels of brain activation among students, shedding light on the contributions of this active teaching methodology to the learning process.

Exploring the Intersection of Paleontology and Sustainability: Enhancing Scientific Literacy in Spanish Secondary School Students

This study aims to assess the knowledge of geology and sustainability among 14- and 15-year-old secondary school students in Spain and to evaluate the effectiveness of active experiential methodologies in improving academic performance in these subjects. Involving 132 students, we used pre-test and post-test questionnaires for data collection, with both control and experimental groups. Our findings showed that integrating Earth history, the Sustainable Development Goals (SDGs), and public speaking enhances scientific literacy by fostering problem-solving and interdisciplinary understanding. The study highlights the importance of integrating scientific methods, revealing a preference for experimental approaches over traditional methods among students; however, when the results are analyzed independently by topic, similar results are obtained with active and traditional teaching methodologies. Therefore, a holistic and flexible approach not only meets the requirements of modern curricula but also helps students address complex global challenges.

Some Solutions to Enhance the Quality of English Language Education at the Secondary Level in the Foreign Language Department of Tan Trao University

This study aims to provide a comprehensive assessment of the English language teaching and learning process at the A2 level among students at Tan Trao University, with the primary goal of enhancing students' language proficiency to meet the objectives of the National Foreign Language Project 2020. Utilizing two survey instruments—one for students and one for instructors—the research offers an insightful and in-depth examination of both sides of the teaching and learning process. The survey results indicate that students highly appreciate the curriculum used in their English language learning journey at the university, while also holding positive perceptions of their instructors' teaching abilities. The enthusiastic, dynamic teaching approach and integration of information technology demonstrated by the instructors underscore the university's commitment to improving the quality of English language instruction. However, despite the effective efforts of instructors, a majority of students continue to approach English learning passively. There is a need for students to cultivate a more proactive approach to self-study and research. This highlights the necessity for new strategies and interventions to stimulate students' self-directed learning and development in English language acquisition. It is imperative to consider and implement measures such as active teaching methodologies and creating conducive environments for self-directed learning, alongside promoting student engagement and autonomy in the learning process. These efforts will significantly contribute to enhancing the quality of English language education at Tan Trao University.

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

PurposeThis 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/approachA 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.FindingsActive 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/implicationsAlthough 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 implicationsStudents can become present and future leaders in achieving the SDGs. This approach can be replicated in other educational institutions.Social implicationsThis study bridges the gap between theoretical recommendations and the practical implementation of the SDGs in undergraduate and postgraduate degrees.Originality/valueCoordinated work between teachers of different subjects in different degrees contributes to the development of a culture of sustainability at the university.

Effects of video-guided active breaks with curricular content on mental health and classroom climate in chilean schoolchildren aged 6 to 10: study protocol for a multicentre randomized controlled trial.

The incidence of mental health issues in children is increasing worldwide. In Chile, a recent surge in reports of deteriorating mental health among school populations and an increase in complaints related to poor school climate have been observed. Physical activity, specifically active breaks in the classroom, has shown positive effects on children's health. However, evidence regarding its impact on mental health and school climate in children is limited. This work outlines the design, measurements, intervention program, and potential efficacy of the "Active Classes + School Climate and Mental Health" project. This project will assess a 12-week program of active breaks through guided videos with curricular content in the school classroom, and its effects on mental health and school climate as its primary indicators. Additionally, it will measure physical activity, physical fitness, motor competence, and academic performance in students aged 6-10years in the Biobío province, Chile, as secondary indicators. Methodology: A multicenter randomized controlled trial involving 823 students from 1st to 4th grade (6-10years old), six schools (three intervention and three control) will be conducted in the Biobío region, Chile. Participants belonging to the intervention group will implement video-guided active breaks through the "Active Classes" web platform, featuring curricular content, lasting 5-10min and of moderate to vigorous intensity physical activity, twice a day, Monday to Friday, over a span of 12weeks. Expected Results/Discussion: To our knowledge, this will be the first study in Chile to evaluate the effects of incorporating video-guided active breaks with curricular content on mental health variables and school climate in schoolchildren. Thus, this study contributes to the scarce evidence on the effects of video-guided active breaks on mental health variables and school climate in schoolchildren worldwide. Additionally, it will provide crucial information about active teaching methodologies that have the potential to positively contribute to the wellbeing of students, thus addressing the problems of mental health and climate in Chilean schools. ClinicalTrials.gov ID NCT06423404.

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.

Active didactics in the learning processes of high school students

The study focused on evaluating the implementation of active teaching methodologies in the learning process of high school students, with an emphasis on strengthening cognitive skills and self-awareness. The results revealed that the majority of teachers apply these strategies in their classes, which supports the initial hypothesis. However, areas for improvement were identified in teacher training and the effective application of these methodologies, especially in terms of pedagogical support and the application of metacognitive strategies. Based on these findings, the creation of a methodological guide is proposed to support teachers in the correct implementation of active didactics. This guide would include specific strategies to activate cognitive processes in students, design activities that promote student leadership, and encourage the development of critical thinking and the application of learning. Additionally, the strengthening of pedagogical support for students and promoting of learning cycles to improve class methodology are suggested