Active Teaching Methodologies Research Articles

Técnica de Hochstetter: um estudo do processo formativo dos profissionais de enfermagem

Objetivo: investigar a influência que o processo formativo dos profissionais de enfermagem exerce em relação à utilização da Técnica de Hochstetter para administração de medicamentos. Métodos: trata-se de um estudo exploratório, quali-quantitativo, foram realizadas 23 entrevistas semiestruturadas, no período de outubro e novembro de 2017. Resultados: constatou-se que durante a formação de 47,83% dos entrevistados os quatro sítios para injeção intramuscular foram abordados, já para 52,17% a Técnica de Hochstetter não foi abordada. Quanto à frequência de utilização da região Ventro Glútea para administração intramuscular, 82,61% dos entrevistados afirmaram que nunca utilizaram a região e 17,39% utilizaram, mas sem frequência. Considerações finais: há a necessidade de rever a forma de ensino de administração de medicamentos intramuscular durante a formação dos profissionais de enfermagem. Torna-se indispensável para aumentar à autonomia dos estudantes e proporcionar a inserção da técnica de Hochstetter na prática à utilização de metodologias ativas de ensino na enfermagem.

Evaluation of different teaching methods in the radiographic diagnosis of proximal carious lesions.

To evaluate four different teaching methodologies in the radiographic diagnosis of proximal carious lesions and in the students' perception of these methodologies. 71 undergraduate dental students were subdivided into 4 groups according to the teaching methodologies used (traditional, hybrid, e-learning and problem-based learning). All methods were applied by two properly trained researchers. Initially, students completed a pre-methodology test (index test). After applying the teaching methodologies, the students were submitted to a post-methodology test containing periapical radiographs for evaluation of proximal carious lesions. Then, the students answered a questionnaire to verify their perception of the different teaching methodologies. Statistical analysis was done. There were no relationship between the results of pre- and post-methodologies tests, irrespective of the teaching methodology employed (p > 0.05). No differences between the teaching methodologies studied (p > 0.05) were found regarding the amount of correct answers. However, the students who participated in the active (e-learning and problem-based learning) and hybrid teaching methodology reported a positive impact in relation to their diagnostic skills at the questionnaire. All the tested methodologies had a similar performance; however, the traditional methodology showed less acceptance by the students when analyzed subjectively and comparatively. The results of the present study increase comprehension about teaching methodologies for radiographic diagnosis of proximal carious lesions, and there is a potential to build on the knowledge base and provide practical support for students and educators.

World Café Method: the Possibility of Understanding Active Methodologies in Remote Learning

The great challenge in these last decades in education is the growing search for innovative teaching methodologies that enable a pedagogical praxis able to form subjects with ethical, historical, critical, reflective, transformative and humanized profile. The present study stems from the following problematization: what is the contribution of the active teaching methodology called “World Café” in teaching and learning processes, so that it favors teaching innovation in remote learning during the COVID-19 pandemic? In facing this problem, the following objectives were listed: a) understanding the contributions of the World Café Method in teaching and learning process innovation; b) analyze the viability of the World Café Method in remote learning. A quali-quantitative, descriptive and applied methodological strategy is employed, drawing on Barbosa (2013), Berbel (2011), Brown and Isaacs (2007), Minayo (2010), Moran (2014) and Triviños (1987). The data were analyzed using discourse analysis techniques (Bardin, 2016). We conclude that it is possible to use the World Café Method in virtual, remote learning, as it enables the promotion of ideas, discussions, reflections, questions, and engages participants, that is, a collective learning process.

Transformation in economic studies via problem-based learning: facing fears to acquire professional skills

ABSTRACT Over the last 40 years, the learning process in university studies has gradually shifted from a teacher-centered approach to a student-centered approach. Economic and Business studies are a suitable sector for active teaching-methodologies such as Problem-Based Learning (PBL) and it is becoming popular in business programmes. Nevertheless, they cause students stress. The aim of this work is to study the fears that PBL produces in students and the perception whether it is worthwhile to overcome them in view of their professional development. It is applied to a Faculty of Economics and Business in order to detect the main factors that influence the success of PBL. One of the conclusions is that the main cause that hinders PBL materialization is the difficulty that students find in making their opinions known in the classroom. So, it is necessary to offer teachers educational programs for learning emotional methods to face those fears to successfully develop PBL among students.

Elaboração de uma sequência didática no ensino de Química estruturada em uma metodologia ativa com tema gerador: o café

O uso das Metodologias Ativas no ensino é caracterizado por inserir o aluno como centro do processo de aprendizagem, dando autonomia para que ele consiga solucionar problemas a partir das discussões, interações e atividades que exigem que ele se torne agente ativo nesse processo, buscando estratégias, como as tecnologias digitais, para solução de problemas. Nesse contexto, o objetivo deste trabalho foi elaborar por meio de uma metodologia ativa, uma sequência didática composta por atividades planejadas para lecionar alguns conteúdos no ensino de química básica por meio de um tema gerador, o café. As propostas didáticas foram estruturadas em: *Principiar a História do Café no ensino com a promulgação da Lei 10.639 de 2003; *Inserir temas para a contextualização do Ensino de Química com outras disciplinas, como por exemplo: Geografia, Biologia, História e Matemática; *Despertar nos alunos o interesse do tema gerador como produto para pesquisas em artigos; *Estudar sobre a composição química do café e *Análise Sensorial de diferentes tipos de café. Nessa analogia, de modo a contribuir conceitos para o ensino, compreende-se que as referências históricas e tecnológicas permitem identificar grandes possibilidades de contextualização que podem ser construídas por meio de conceitos e metodologias ativas aplicadas no tema gerador escolhido. Ou seja, este texto busca desenvolver um estímulo em torno dos conceitos e proposições sobre sequência didática, que consiste em propostas metodológicas para a organização e planejamento do ensino, com diferentes aspectos e ênfases.

Ensino de Epidemiologia durante pandemia de COVID-19

A suspensão de atividades presenciais de ensino decorrentes da pandemia de COVID-19 trouxe modificações na vida de milhares de acadêmicos e docentes. Este estudo teve por objetivo descrever um relato de experiência sobre a adaptação pedagógica para o ensino remoto de tópicos em Epidemiologia em uma instituição de ensino superior pública. Trata-se de um estudo descritivo que incluiu três disciplinas ofertadas regularmente pelos cursos presenciais de Enfermagem e Farmácia que tiveram planejamento didático adequado para ensino via Regime de Exercícios Domiciliares Especiais. Os planos de ensino e metodologias foram adaptados para utilização de tecnologias digitais e ambiente virtual de aprendizagem. O cenário epidemiológico foi utilizado como base para questões norteadoras e análises de situação na abordagem adaptada dos conteúdos. Quanto à estrutura geral das disciplinas e potencialidades do ensino durante a pandemia, verificou-se que adoção de metodologias ativas com a problematização e subsídio no contexto atual da COVID-19 e a valorização do conhecimento prévio dos acadêmicos sobre o tema figuram como potenciais e determinantes para o aprendizado ativo e desenvolvimento de competências importantes para os futuros profissionais de saúde. A adaptação permitiu desenvolvimento de todos os tópicos de ensino de Epidemiologia e a conexão mantida entre docentes e discentes mostrou-se importante aliada no enfrentamento da pandemia. Reitera-se que as limitações do ensino remoto, como falta de acesso à internet e utilização de tecnologias digitais, precisam seguir amplamente discutidas pelas instituições.

“Chão da sala de aula” no ensino superior: metodologia dos professores

Proposals for teacher training today are not reaching educational objectives and their results are questioned when evaluating the praxis undertaken by teachers in everyday higher education. These issues have caused concerns among teachers. At this point, the construction of this collaborative critical action research project called the Teaching Teaching Methodology in the Context of Higher Education arose, in which it investigates a solution for the improvement of teaching in this context. The research is developed from the “classroom floor” in a process of self-investigation, the teacher studies his own work, having the mediation of the researcher teacher. Both work in collaborative critical actions. The methodological design of this research is qualitative in nature and studied the classroom floor in the context of higher education, involving the teacher's teaching methodology. In this article, we will exemplify a part of the research, carried out with one of the research professors in the area, in this case, the exact area, with Calculus and Algebra discipline, involving two classes with high failure rates. At the end of the study, the following analyzes were reached: that teachers in the context of higher education mostly focus their work in the content domain by content without context with the academic training area; that the forms that place this content in the classroom environment and the choice of teaching methodology do not match positive results in academic learning; that teachers forget the differences and individual potential of academics, work in a homogeneous way, disregarding the heterogeneous context of this environment; that when oriented to work in a different way, applying active methodologies, creating possibilities to respect the existing differences in the class, the results appear. Thus, the results and discussions in this article led us to the reflection that the teaching methodology of the teacher in an inclusive perspective and with active teaching methodologies, makes a difference. Thus, it is urgent to bring about changes in the context of the classroom floor in higher education, from an exclusive to an inclusive model. This inclusive methodological path requires “different ways” of carrying out the pedagogical process, involving the ethical, aesthetic and didactic prisms of taking classes. Building new possibilities for the classroom floor in the context of higher education requires a change in the pedagogical paradigm.

Evaluation of the Factors Affecting the Elementary Teachers’ Exhilaration

The aim of this study was to investigate factors affecting exhilaration and their association with happiness of school elementary teachers in Shahrekord, Iran. The study population consisted of all elementary school teachers in Shahre-kord, Iran. 203 elementary teachers were surveyed through random sampling and using Morgan’s table. The data were collected by means of the self-made questionnaire covering factors affecting the exhilaration and Oxford Happiness Questionnaire. Result of this study indicated that the best predictors of exhilaration are economic factors, gathering, office hours, evaluation, and active teaching methodology. Based on beta coefficient, with 1% increase in teachers’ gathering, exhilaration increased by 0.308, office hours by 0.335, evaluation by 0.201, active teaching methodology by 0.202, and economic factors by 0.174. We found that the Ministry of Education should pay special attention to the mentioned items in order to increase the students’ self-confidence, efficiency, social and individual skills, and quality of life.

Aplicación e impacto de las metodologías activas en el curso de filosofía en una universidad privada peruana

This article demonstrates the impact and implementation of active teaching methodologies under the pedagogical model by competency, created by the philosophy course of the V semester at the University privacy, during the academic year 2017-1. Additionally, it allows to understand the student’s perception regarding the benefits of these methodologies in their learning process. It is important to mention that to conduct this research various strategies were planned and it open a discussion between the students; as well as, in the analysis of the impact of the methodology a mix research was utilized. The analysis of our research shows that students perceive positively the use of active methodologies, they also conceive them as motivating and innovative strategies in their educational process.

Desafios e possibilidades para o ensino superior: uma experiência brasileira em tempos de COVID-19

A pandemia causada pelo novo coronavírus adquiriu grandes proporções e seu impacto na sociedade tem se tornado cada vez mais significativo. No que diz respeito ao ensino, as instituições buscaram nas estratégias de atividades educacionais remotas, uma alternativa para manter seus alunos em atividade, minimizando as consequências que as políticas de isolamento social poderiam acarretar nas atividades acadêmicas. Este estudo, de caráter descritivo, qualitativo e quantitativo, do tipo relato de experiência, foi elaborado a partir da necessidade de adequação repentina das estratégias pedagógicas na Disciplina de Histologia e Embriologia do Curso de Odontologia de uma universidade pública brasileira. Objetivou-se expor as diferentes possibilidades de estratégias e ferramentas pedagógicas que têm sido utilizadas, bem como analisar o desempenho acadêmico e engajamento dos estudantes. Os docentes da Disciplina buscaram não apenas soluções emergenciais temporárias para dar continuidade à Disciplina, mas se esforçaram em recriar um novo modelo educacional, considerando o uso de metodologias ativas de ensino para uma aprendizagem significativa, mediante o emprego virtual de estratégias pedagógicas e ferramentas digitais, oportunizando o desenvolvimento da autonomia e a auto responsabilidade dos estudantes. Os resultados mostraram engajamento e desempenho promissores dos estudantes, porém este estudo é limitado aos dados em um curto período, tornando necessário o desenvolvimento de estudos longitudinais para avaliar efetivamente os impactos desse modelo educacional não apenas no engajamento e desempenho dos estudantes, mas na sua aprendizagem e na qualidade da educação.

Análise do perfil de aprendizagem dos estudantes de um campus universitário tecnológico a partir da aplicação de metodologias ativas

A busca por profissionais capacitados para lidar com situações complexas que exijam a tomada de decisões e trabalho em equipe tem tomado força no mercado de trabalho. Nesse contexto, usar metodologias ativas de ensino pode auxiliar no desenvolvimento dessas habilidades, além de contribuir para o aprendizado de maneira mais dinâmica e direcionada. Assim, o objetivo desse trabalho é identificar os perfis e as preferências de aprendizagem dos estudantes dos cursos de Engenharia e de Arquitetura e Urbanismo da Universidade Federal de Santa Maria – Campus Cachoeira do Sul que frequentaram disciplinas nas quais foram adotadas metodologias ativas. Como resultados, pôde-se comprovar que os estilos e as preferências de aprendizado dos alunos possuem relação com a área de conhecimento dos cursos do Campus, havendo uma predominância de alunos que preferem o aprendizado racional, visual e sequencial. Por outro lado, a identificação dos perfis de preferência de aprendizado existentes mostrou que a combinação das personalidades dos alunos pode ser formada por cinco diferentes grupos. A exploração de cada característica dos grupos mostrou a influência do perfil de aprendizado nas motivações dos alunos para com metodologias ativas com enfoque nos trabalhos em grupo, colaboração e atuação como líderes nos trabalhos. Esses resultados evidenciaram que o sucesso da aplicação de metodologias ativas depende da capacidade de identificação das habilidades e dificuldades de cada aluno do grupo, como também, da adequação das atividades às preferências e estilos de aprendizagem dos alunos.

Learning perception of Veterinary students about cardiovascular physiology using a functional model

ABSTRACT Learning the physiology of the cardiovascular system can be difficult for students, but the use of active teaching methodologies can help and enhance learning. To facilitate the understanding of how the cardiovascular system works, we built a functional model for Veterinary Medicine students attending a cardiovascular physiology lecture and evaluated their self-reported perceptions of how well they learned. We used simple materials to construct the cardiovascular model, such as bottles of transparent polyethylene terephthalate (PET), transparent tubing, rubber balloons, and rubber pears taken from aneroid manometers. Twenty-four veterinary students attended a traditional cardiovascular physiology lecture before being introduced to the functional model. Each student then filled out a structured questionnaire that assessed their learning perception. The data was analyzed by chi-squared (χ2) test. We observed that most students considered the use of the model to be a more efficient and satisfactory learning method (p < 0.05). The functional model proved to be a useful tool for learning cardiovascular system physiology. Through the model, the students were able to visualise the way that important structures function, an outcome that is often not possible in classes involving animal vivisections. Moreover, the model facilitates the teaching of the pathophysiology of the cardiovascular system.

Metodologias Ativas e Participativas: uma análise da produção do UNIFACIG no Fórum STHEM-BRASIL

O artigo possui como temática central as diferentes metodologias participativas de aprendizagem, fundamentadas na Taxionomia Revisada de Bloom, aplicadas em diferentes cursos do Centro Universitário UNIFACIG. A justificativa para a utilização da Taxionomia como suporte teórico centra-se no ponto do desenvolvimento reflexivo, crítico e criativo dos discentes. O objetivo do estudo centra-se em apresentar uma revisão sistemática dos trabalhados publicados sobre metodologia ativa desenvolvidos no UNIFACIG, buscando verificar a contribuição da temática ao desenvolvimento de um profissional crítico, reflexivo, colaborativo e com capacidade de aplicar o conteúdo aprendido e, também, o estado da arte em que a temática se encontra aplicada como estratégia didática nos diferentes cursos. Como desenho metodológico, optou-se por uma revisão sistemática dos estudos publicados nos diferentes Fóruns realizados pelo Consórcio Sthem-Brasil totalizando 21 artigos. Frente às análises realizadas nos diversos trabalhos da Instituição, percebe-se que a aplicação das metodologias ativas no processo ensino e aprendizagem são aspectos preponderantes de um melhor desenvolvimento dos conteúdos. Seja utilizando de práticas simuladas ou experiências reais a comunicação, a interação entre os participantes, a inquietação e o envolvimento são partes intrínsecas do processo, o que conduz a uma aprendizagem mais significativa e duradoura. Percebe-se que o resultado almejado foi alcançado, pois, de uma forma geral, os estudos apontam resultados extremamente positivos: uma formação universitária mais crítica, reflexiva e instigante com discentes mais colaborativos e criativos e, principalmente, com consciência social e responsável.

Síndrome de Burnout em estudantes de um curso de graduação em medicina com metodologias ativas de ensino-aprendizagem

Objective:to analyze the possibility of developing BS in medical students at the Federal University of Vale do São Francisco, Paulo Afonso campus, which uses Active Teaching Methodology. Materials and Methods:this is a descriptive study, with medical students, covering classes from four different periods, of both sexes, over 18 years old, who signed the Informed Consent Form. Data were collected through a sociodemographic questionnaire and the Maslach Burnout Inventory -Student Survey, in which the Burnout manifestation was identified using adopted cutoff points, based on the frequency of symptoms demarcated by the Likert scale. It is indicative of the presence of the syndrome or that its process is underway through three-dimensional criteria, whenthere are high levels of emotional exhaustion (EE) and disbelief / depersonalization (ED) and low levels of effectiveness /professional achievement (PE)or, two-dimensional, where there are high levels of EE and DE. Results:the population consisted of 130 students, with a predominance of females and under 25 years old. Analyzing the questionnaires, it was found that 20% of participants had indicative of BS, with high EE in all classes, high ED and high PE, predicting the existence of psychological and emotional distress. Conclusion:these results reinforce the need to expand research on BS in students, as well as greater institutional support to prevent mental illness among students.

Sequence FEDATHI and TBL (Team Based Learning) improve the learning of human anatomy

The FEDATHI Sequence is a new teaching methodology designed by researchers from the faculty of Brazilian Education with the aim of improving the teaching and learning process in several areas of knowledge, and its application in the teaching of anatomy requires understanding the educational phenomenon known as mediation. The FEDATHI Sequence is a methodology aimed at improving the pedagogical practice aiming at the proper posture of the teacher in the classroom, whose essence is to contribute for the student to overcome the epistemological and didactic obstacles that occur in the approach of anatomical concepts in the classroom. The main phases of the FEDATHI sequence are: positioning, maturation, solution and proof. Team Basead Learning (TBL) is an active teaching and learning methodology widely used by medical schools in Brazil, which consists of an educational strategy that offers students active learning and can be used with large classes of students divided into small groups. Thus, the objective of this work was to compare learning using two different methodologies: sequence FEDATHI and TBL. A descriptive, cross‐sectional study with a quantitative approach was carried out with 90 students in the discipline of human anatomy. The didactic methodologies sequence Fedathi and TBL were used in the anatomy class of the endocrine and sensory systems. For data collection, a semi‐structured questionnaire with 10 questions was used. For statistical analysis, the Mann‐Whitney test was performed, being considered significant when they presented p &lt;0.05. It was observed that there was no statistically significant difference between learning using FEDATHI and TBL sequences, however when the two methodologies were compared with traditional teaching, both showed statistically significant differences p &lt;0.05. It was found that there were no statistically significant differences between the age of the participants. With regard to methodological preferences, 60% of students stated that the FEDATHI sequence was better for learning, 20% prefer TBL and 20% prefer traditional teaching. It was found that hybrid teaching with diversity of methodologies improves anatomy learning, being an important tool for consolidating anatomical knowledge.

Natura et urbis in the socio-educational renovation of Barcelona City Council (1909–1933)

ABSTRACT During the first third of the twentieth century, Barcelona turned into a metropolis with emerging industry. To confront the growing social problems, Barcelona City Council undertook a renovating educational programme focused on hygienic and natural principles as well as on new active teaching methodologies and progressive education. Thus, a completely parallel network of institutions was created alongside the public schools – school camps, day trips to the beach, open air schools, etc. – that aimed at improving the living situation of children, most specifically via the promotion of direct contact with nature. At that time, Barcelona City Council disseminated information widely regarding all these initiatives with the publication, between 1909 and 1933, of around 70 illustrated brochures. The main aim of this article is, using these publications, to present the discourses that were disseminated and built up around the idea of nature and to understand how this relates to the urban environment.

Monitoring in an Active Teaching Methodology: an Experience Report

Objective: This article intends to report an experience inside the monitoring process in a Psychology course, within a active teaching methodology. One of the most interesting activities offered in the active teaching methodology filed is the monitoring, that motivates the student to exercise his autonomy and initiative, introducing him to the teaching experience. Method: This experience’s report allows for a sharing of the narrative, meaning to contribute to future monitor’s experience, as well as exercise its scientific production abilities. Results: The monitoring experience provides the student’s exploration of his role as author of his own knowledge in a active way, boosting the group work and initiative elements of his work, as well as creating opportunities for a better understanding of the teaching experience. Conclusion: Throughout the monitoring experience, the student can notice the benefits of an active teaching method, and also execute it along the tutor to boost the students‘ learning process, but also finds several hardships, especially when the class isn’t well- adapted to the method and shows apathy and lack of interest.

Mock panels as an active teaching methodology in the education of nursing doctors.

To analyze the experience of doctorate students in the use of mock panels as an active methodology of teaching in Nursing post-graduation. Experience report on the use of mock panels in the discipline Advanced Methods for Researches in Health and Nursing II, offered in the doctorate course of the Nursing Post-graduate Program from the Universidade Federal do Rio Grande do Norte. The mock panels contributed for the doctorate of nurses and enabled students to take on the role of protagonists in the teaching-learning process, through the use of critical thought and student autonomy. This experience made it possible to implement an active teaching-learning methodology in Nursing post-graduation, since this strategy was opposite to the traditional education model.

Low-Cost Scientific Exhibition: A Proposal to Promote Science Education

Science education has emerged in recent years in view of globalization, new jobs and demands for sustainable development as provided by the United Nations on the 2030 agenda, through the Sustainable Development Goals (SDGs). Active teaching methodologies such as STEAM emerge as a facilitator and attractive for the learning process. However, for many developing countries, the high cost prevents implementation of this methodology in formal educational settings. Thus, thinking about new, low-cost science education strategies that can supply such demand is a priority issue for the SDGs to be reached in these locations. The objective of this work was to identify the potential propagator of itinerant scientific exhibitions, with low-cost interactive activities and based on the STEAM methodology, and their evaluation by the public, aiming to achieve the goals of the SDGs. With an investment of less than three dollars per capita, Science Under Tents organized and carried out scientific exhibitions throughout its 6 years of existence in various locations in the state of Rio de Janeiro. During this time, we produced 30 interactive activities at low cost, most of which are easy and medium to reproduce and based on STEAM, in addition to addressing various aspects of the SDGs. The exhibitions were mediated by undergraduate and graduate students from several higher education institutions, who were responsible for the dialogue with the visiting public. Despite the low cost invested, exhibition was very well evaluated by the public served. Thus, we believe that itinerant scientific exhibitions, with low cost activities and based on STEAM, are interesting scientific education strategies to promote the SDGs.

Feedback Challenges in the Formative Assessment of the Interinstitutional Program of Teaching-Service-Community Interaction: the Students’ Perspective

Abstract: Introduction: This present study assesses the use of the feedback mechanism in the formative assessment during medical training, considering this instrument is of great importance for this training stimulation, which is based on active teaching methodologies. The study aims to characterize the application of this tool and to identify possible failures in its application in the daily routine of the PINESC module in the Anhanguera University (Uniderp) medical course. Method: This is a quantitative, sectional research, including students from the first to the eighth semesters of the medical course, attending the PINESC longitudinal module. In the data collection, a questionnaire was used with questions related to the formative assessment performed by the preceptors, which is reported to the students according to the sample calculation. The feedback is the core activity of the formative assessment and allows the development of reflective and self-evaluation capacities and the development of skills. However, the use of feedback still faces barriers, mainly due to the difficulty of the evaluators in listing negative points and capabilities of the evaluated individuals. Result: In this study, some shortcomings and positive points were reported regarding the application process of this tool, listing and suggesting improvements for a better use of feedback and thus a more favorable academic achievement. Conclusion: In conclusion, as the basis of formative evaluation, the feedback still shows many weaknesses regarding its form and application.