Expository Classes Research Articles

Dance Discussions: A Methodology to Explore Biological Rhythms through Movement

ABSTRACT We present a pedagogical experience where dance and scientific knowledge were genuinely entangled. Focusing on biological rhythms in movement, we introduced an innovative methodology that leveraged the effects of exercise on cognition. We developed a 10-week course for dance and science students within the framework of the Continuing Education Unit at the Uruguayan Public University. Our approach gave rise to “dance discussions,” where dance movements effortlessly melded with scientific conceptualization. The interplay between expository classes and movement-based performative practices revealed embodiment as a valid mechanism to integrate scientific concepts within a diverse group of participants. Exploring chronobiology through dance opens up fresh dimensions of interdisciplinary fields, transforming a traditional conference space into a dance floor, and vice versa.

Efficiency analysis of engineering classes: A DEA approach encompassing active learning and expositive classes towards quality education

The science, technology, engineering, and mathematics (STEM) education research delves into the core of sustainable development goals (SDGs), including the pillars of quality education (SDG4), robust economic growth (SDG8), and diminished inequalities (SDG10). These pursuits stand as keystones in sculpting inclusive societies and bridging societal gaps. While previous studies utilising data envelopment analysis (DEA) have explored educational performance mainly from a macro-perspective, there is a lack of micro-perspective investigation. Our study aims to fill this gap by proposing a DEA approach to assess the relative efficiency of engineering classes. We analysed 70 classes covering 38 subjects in the first semester of 2022 at a South American school. Methodologically, we employed the slack-based measure (SBM) model under the benefit of doubt (BoD) condition. Unlike prior research, we analysed classes' relative performance considering different pedagogical approaches - 11 active-learning classes (15.7 %) and 59 passive-learning classes (84.3 %). Our results showed that 18 classes were efficient (25.7 %). Active classes were more efficient, but few subjects maintained similar efficiencies for all classes. Moreover, efficient classes were concentrated in the last two years prior to graduation (57.9 %). This may represent an additional barrier for low-income students, who tend to drop out in the first years. The findings support several improvement recommendations, such as integrating digital technologies, boosting active learning opportunities, and bolstering classes in foundational subjects. Also, implications for researchers, decision- and policy-makers are discussed. Our approach can be replicated in diverse educational contexts, enabling the identification of strengths and weaknesses for more efficient educational management.

HEALTH EDUCATION: INFORMATION TO PREVENT ACCIDENTS WITH SCORPIONS

We aimed to describe an experience of developing and applying a Didactic Sequence (DS), which included an educational game designed to study scorpion sting prevention. We developed a didactic game titled "Journey against Scorpionism." The DS unfolded in three stages: firstly, we conducted a dialogued expository class to address the topic of scorpionism. In the second stage, we showcased specimens of scorpions to the students. The third stage involved the application of the didactic game. The project was implemented in five public schools in the city of Governador Valadares, Minas Gerais, Brazil, involving both primary and secondary school students. Approximately 150 students took part in the activities, with an average of 30 students per class. We observed a keen interest among the students regarding the topic, with active participation as they shared stories related to scorpion stings or sought clarification on the subject. This engagement fostered a moment of significant interaction. When we presented the scorpions, there was a palpable enthusiasm for learning about the animal's biology. As the students engaged with the didactic game, we noted that it effectively reinforced the knowledge they had acquired. We believe that these educational initiatives have the potential to contribute to the prevention of scorpionism and, consequently, to reduce mortality resulting from such incidents.

THE USE OF BINGO AS A FUN TOOL IN THE TEACHING-LEARNING PROCESS OF SCIENCE TEACHING

The article aimed to provide the improvement of teaching, facilitating the learning of 5th grade students, through a methodology applied by playful activity with an educational bingo. The study was developed from bingo later applied to expository classes of the content to be developed with the students, and in sequence, a questionnaire was distributed to them as a way to assess their development and learning. The study sought a way to improve the teaching method with the inclusion of educational games, as they influence areas of child development such as motor skills, intelligence, sociability and creativity. The result showed that, with the initiative to use bingo as a playful activity, students were able to better understand and fix theissues that were covered in their classes, since the use of this method ensures a quality of teaching and learning more satisfactory.

Evaluation of a didactic sequence proposal based on technoteaching applied in basic education

Faced with the problem of expository classes contributing little to student learning, a Didactic Sequence (SD) proposal was developed that promotes student protagonism in the construction of knowledge. The objective is to evaluate the proposal of this SD, based on the theoretical assumptions of Technoteaching, in view of the development of Digital Authorial Educational Materials (MADEs), making use of a digital technological artifact by Basic Education students. The intervention research, based on Design Based Learning (DBR), analyzed the application of two SD linked to Statistics and English Language content with students in the 2nd year of High School and the 5th year of Elementary School, respectively, based on the predicted SD model. It was found that the proposal was favorable in terms of quality, promoting the learning of the students involved.

Developing financial and entrepreneurship skills in the Ouro Verde community, Manaus: an experience report from extension practice with students from La Salle Faculty

Financial education has great relevance for individual growth, because, like other subjects taught at school, financial education disciplines people to make assertive decisions about their money, thus enabling a future and present strategic vision. Given the context presented, the general objective of the research is to carry out an experience report on extension practice with students from La Salle College related to developing financial and entrepreneurship skills in the Ouro Verde community, Manaus. Project that raised the families’ cash flow balance. In-person expository classes, applying interactive learning methods. Where participants obtained material available via PDF so that participants could have access to the theoretical framework. It should be noted that the students were organized into six groups that dealt with: (group 1) financial well-being; (group 2) organization and planning; (group 3) credit and debt; (group 4) future and succession planning and asset and family protection; (group 5) and entrepreneurship. This extension practice presented students with a great opportunity to put into practice the concepts taught at college. So it was very noticeable that they had a much greater sense of the content taught in the classroom, and seen in other subjects, in addition to the personal experiences they already had, and basically began to understand this content more, when they started to apply and teach it. through the workshop.

TTHE USE OF BINGO AS A FUN TOOL IN THE TEACHING-LEARNING PROCESS OF SCIENCE TEACHING

The article aimed to provide the improvement of teaching, facilitating the learning of 5th grade students, through a methodology applied by playful activity with an educational bingo. The study was developed from bingo later applied to expository classes of the content to be developed with the students, and in sequence, a questionnaire was distributed to them as a way to assess their development and learning. The study sought a way to improve the teaching method with the inclusion of educational games, as they influence areas of child development such as motor skills, intelligence, sociability and creativity. The result showed that, with the initiative to use bingo as a playful activity, students were able to better understand and fix theissues that were covered in their classes, since the use of this method ensures a quality of teaching and learning more satisfactory.

A Proposal for a Comparative Study Between Expository Classes and Investigative Approaches in Physics Teaching

A Proposal for a Comparative Study Between Expository Classes and Investigative Approaches in Physics Teaching

Effectiveness of telesimulation on cardiorespiratory arrest for nursing students.

To evaluate the effectiveness of telesimulation on cardiorespiratory arrest to improve the performance of nursing students. This was an experimental study, whose sample consisted of 30 undergraduate nursing students from a Brazilian university. It was structured from two groups: an experimental (n=15) and a control (n=15). For both groups, expository classes and skills training were held. For the experimental group, a virtual clinical simulation scenario was implemented. Before the beginning of the interventions, a pre-test was applied and, after the end of this, a post-test was applied to evaluate the students' gain of knowledge and skills. From the analysis of the total correct answers and the scores obtained in the pre-test and post-test, it was found that there was an improvement in the performance of both study groups. Regarding the averages of the points obtained, there was a statistically significant difference between the groups (p=0.001). The post-test score was significantly higher than the pre-test score in the intervention group (p=0.001). The virtual scenario developed proved to be superior in improving the performance of nursing students in managing cardiorespiratory arrest when compared to traditional teaching methods.

Teaching and learning pharmacology in Brazil before COVID-19 pandemic: a case study in Rio de Janeiro

BackgroundKnowledge of pharmacology is crucial for physicians to perform rational and safe medicine. Medical professionals are responsible for prescribing drugs and a weak performace of those can result in medication errors leading to disability, hospitalization, and death, among other situations. It occurs worldwide, including in Brazil, so that learning pharmacology impacts on public health service. We aim to investigate the current pharmacology educational practices in medical schools in the state of Rio de Janeiro, Brazil.MethodsWe surveyed 14 of 22 medical schools in Rio de Janeiro. Pharmacology teachers (n=16) and medical students (n=89) answered a semi-structured questionnaire that included questions about the staff characteristics, pharmacology content, teacher’s concepts, and common practices and resources that were used in pharmacology classes.ResultsOur results revealed that the medical schools had similar overall curriculums. Pharmacology teachers work more than 30hs a week (75%) and conducted both research and teaching (62.5%). We also found that the multimedia projector was the most common resource (71.9%), and passive pedagogical methodologies (e.g., expository classes) remain a current strategy in pharmacology classes (89.9%). In general, medical students are poorly motivated (55%), which may be related to their performance in assessments. In addition, students believe that pharmacology is a complex (52%) or very complex subject (46%) since for its full understanding the student needs concepts from other disciplines, which can have an impact on the performance and motivation of students. As a result, these medical students do not fully understand the integration between pharmacology’s basic concepts and their clinical applications.ConclusionThese data seem to demonstrate that the adopted teaching and learning pharmacology strategies and methodologies can be improved in Rio de Janeiro.

INTERAÇÃO UNIVERSIDADE-EMPRESA PARA O ENSINO BASEADO EM CASOS REAIS EM ENGENHARIA

ABSTRACT The content of the Quality Management subject in Production Engineering courses tends to commonly be developed without relating theory with practical activities. Considering this issue, our study investigates the university-company interaction in teaching and learning processes in an Engineering course in a manner that contributes both to the teaching activities at universities and practical activities at companies. Action research was developed from a project that partnered with a company from the automobile segment and a public university to bring real-life problems that are related to the curriculum of the quality management subject in a bachelor’s course in Production Engineering. Different resources and strategies were used: cases and training, which the company provided for in-classroom application; a final project that required student teamwork and constant contact with the company; and expository classes on the theoretical basis of Quality Management. Among the different results that were found, two factors were initially identified as barriers concerning the university-company logic, such as the execution time and the expected results of the project, and, in fact, they were facilitators of this dynamic. Another result was the increasing interest of students concerning the subject’s content as they demonstrated autonomy and responsibility during the process of knowledge creation at the course’s subject. We conclude, then, that the university-company interaction contributes to the creation of an environment that values that student as an active part that is inserted in a challenging scenario that, when enriched with constant feedback on the issues offered, promotes greater engagement and autonomy on students in regards to the learning process.

Teaching basic life support for medical students: Assessment of learning and knowledge retention.

Education mediated by simulation is a widely used method for teaching basic life support (BLS). The American Heart Association recommends protocols based on scientific evidence to reduce sequelae and mortality. We aimed to assess learning and retention of knowledge of BLS in students of the first semester of the medical course using teaching methods of dialogic expository class (group 1), expository and demonstrative class (group 2), and the two previous methodologies associated with simulated practice (group 3), and after 3 months, memory retention. This was an experimental, prospective, randomized study. Participants were assessed in terms of performance in theoretical and simulated practical tests, satisfaction with training (Likert scale), and knowledge retention. The practical test results were analyzed by two experienced observers. Students had 20% progression in knowledge and 80% retention of knowledge after 3 months of exposure comparing the theoretical pre- and posttest. The students in group 3 performed better than the others (P = 0.007) in the posttest. With the simulated practice, the knowledge acquired was maintained after 3 months with a mean performance of 90%, but in the test of the infant age group, there was a loss of learning retention by 10%. There was no difference of the results between the two evaluators (P < 0.001). The training was positively assessed by the participants. The use of different methodologies promoted knowledge progression, with emphasis on simulated practice. Learning retention was maintained after 3 months. In order to teach BLS to infants, it may be necessary to improve teaching techniques.

Evaluation of student engagement through knowledge elaboration and the use of comics in Microbiology education.

Despite the many challenges faced by the sudden adaptation of the teaching-learning processes during the emergency remote teaching (ERT) imposed by the COVID-19 pandemic, this period allowed the exploration of innovative educational methods. Here, we report the description and evaluation of a didactic activity designed to foster an active learning environment among Veterinary Medicine undergraduate students enrolling in Microbiology classes during the ERT period at the University of Minas Gerais. The activity consisted of initial expositive classes, followed by students' active search for information, and the execution of a report and short comics covering the topic. The activity was evaluated by a voluntary postquestionnaire. The results suggest that the students had good emotional and educational perception toward the task, and that they noticed the elaboration of the comics as the most valuable tool aiding in the retention of microbiological concepts. We conclude that the proposed strategy, specially by the incorporation of the comics, helped the meaningful learning of microbiology.

TEACHING STRATEGIES OF HIGH SCHOOL CHEMISTRY TEACHERS

The methodology used by the Chemistry teacher, in general, is still very focused on a trend of exclusively expository class, with the cult of memorization predominating. Despite this traditionalism still lingering in most of our schools, new methodological concepts are bringing other perspectives on the Teaching of Chemistry. The objective of this research was to analyze the concepts and practices of Chemistry teachers and their relationship with the learning of concepts in the area. This research is of a qualitative nature, and the research field covers two State schools in the Municipality of Vitória de Santo Antão, EREM Antônio Dias Cardoso and EREM João Cleofas de Oliveira. The research subjects were two Chemistry teachers, one from each institution. As instruments for data construction, observation and recording of teachers' practices and semi-structured interviews were used. As a methodological basis, the research was based on George Kelly's Personal Construct Theory (1963), more specifically the Kellyana Experience Cycle (CEK), which is described in five stages, namely: Anticipation, Investment, Encounter, Confirmation or Disconfirmation and Constructive Review. From the results, it can be inferred that the teachers carry out their classes in traditional ways and the schools do not offer many devices for conducting practical classes, as schools do not have science laboratories. On the other hand, there is also the relationship between teaching methodology and student learning, and as teaching directly affects learning, it is clear that there is a need for practices that promote context in the classroom, with accessible language and that seek to encourage students to be protagonists of their history.

The Influence of Learning Models on Ability Solving Pollution Matter Problem Environment in SMPN 1 Rantau Utara

The purpose of this study was to determine the effect of the problem based learning , everyone is a teacher here , and expository learning model on the problem solving ability of students in biology lessons on environmental pollution at SMPN 1 Rantau Utara. The population of this study was all students of class VII SMPN 1 Rantau Utara totaling 373 students consisting of grades VII 1 to VII 9 . The sample of this research was taken by using cluster random sampling technique as many as 3 classes, each class consisted of 34 students. Class A as problem based learning class, class B as class everyone is a teacher here, and class C as the expository class. The data collection instrument for students' problem solving abilities was used to test the description of environmental pollution material. The data analysis technique used covariate analysis technique (ANACOVA) with =0.05. The results obtained are the results of covariate analysis showing that the learning model has a significant effect on problem solving abilities (F=414,239; P=0.000). The average problem-solving ability of the problem-based learning class has an effect of 3.3, which is higher than the class everyone is a teacher here and 34.18, which is higher than the expository. Class everyone is a teacher here to give the effect of 30.88 higher than expository. It can be concluded that there is a significant effect of the problem-based learning model and everyone is a teacher here on the problem-solving ability of students' biology lessons on environmental pollution at SMPN 1 Rantau Utara..

Learning Evaluation in Mathematics Teaching Degree and the Possible Implications for Teacher Training

This study aims to analyze the perceptions of undergraduates in Mathematics Teaching on the evaluation practices of their teachers of specific content subjects and the possible implications of this practice in their training as teachers. It is a qualitative research, expositive and explicative, developed in a Mathematics Teaching degree in a Brazilian Federal University. We used random non-probabilistic sample to select the course and the students. To produce the data, we used: documental analysis, class observation, interviews, group talks, and social networks – Facebook and WhatsApp groups, followed by content analysis. The main intervening which emerged from the data were indications of possible dispositions composing the habitus of mathematics teachers. From these dispositions, undergraduates indicated, directly and indirectly, the legitimizing role of the evaluation practices in the subjects of mathematics content as a way of symbolic violence, when mentioning the tension between the bachelor’s and the teaching degrees, and criticizing or defending the expositive classes with demonstrations, the rigor of classificatory tests, and the relationship teacher-student with little dialogue. The analysis shows that the students do not clearly see the implications of these evaluation practices on their training as teachers. In this context, they have shown a propensity to incorporate the habitus of the mathematics teacher, becoming possible reproducers of a pedagogical practice focused on transmission and traditional evaluation in their future.

BioIntegrada Game Application: An Instrument for the Systemic Teaching from Cells to the Environment

Background: Biology contents in high school are worked in a fragmented way, and in excessively theoretical and expositive classes, but game apps appear as tools with high playful potential. Objective: To identify the contributions of BioIntegrada in the construction of the integrative perception of the contents of the cell and the environment. Design: Qualitative approach and action research method. Setting and participants: 40 students enrolled in the 2nd grade of high school at a state public school in the municipality of Milhã, Ceará, Brazil. Data collection and analysis: We used audio recordings and questionnaires with closed and open items and analysed the textual information with the Iramuteq software. Results: BioIntegrada is composed of eight phases, addressing issues of cellular structure, tissues, organs, human body systems, the cycle of worms, scales of ecological organisation and daily actions. By validating the app, we found that the students improved their theoretical knowledge and argumentative level, starting to relate abiotic and biotic factors with the constitution of living beings and deepening socio-environmental discussions of the web of humans and nature relationships. Furthermore, the students evaluated the app positively; 95% liked using it and considered it a facilitator of learning; 85% agreed that it is intuitive and its phases are stimulating. Conclusion: BioIntegrada facilitated learning contents, promoted the integrated perception of the human body and the environment, and was evaluated as good by the students.

SIMULAÇÃO IN SITU PARA O ENSINO DO RECONHECIMENTO DA SEPSE EM UMA UNIDADE DE TERAPIA INTENSIVA

Objective to evaluate the knowledge of nursing professionals based on in situ simulation on the recognition of sepsis. Descriptive, quantitative study, carried out in a hospital in the interior of the state of São Paulo with professionals from the nursing team of the Intensive Care Unit. Participants were submitted to a pre-test to assess knowledge, followed by an expository class and subsequent clinical simulation. After 30 days, the post-test was applied. Simulation contributed to the acquisition and retention of knowledge by nursing professionals. The mean of correct answers in the pre-test was higher in the nurse category (63.89%). In both categories, they obtained higher success rates after 30 days of the teaching strategy. However, the nursing technician category showed significant gain in the post-test (p * &lt;0.01). It is concluded that the use of simulation in situ provided knowledge gain to nursing professionals, contributing to early recognition and minimizing mortality.

Kontribusi Motivasi Belajar terhadap Kemampuan Menulis Teks Ekposisi

Based on the background of the problem, the purpose of this study is to the contribution of learning motivation on the ability to write text exposition class X SMA N 2 Padang. Quantitative research by using descriptive and correlation design. The study population was all students of class X are divided into nine classes with the number of students 274 people. The sampling technique is done by random sampling that is taking members of the sample population randomized. The total sample is 74 people. The research instrument was a questionnaire and test performance. Techniques to analyze research data using Pearson Product Moment Correlation test (PPM), correlation test, t test, F test, and determinant coefficient formula. Results of this motivation to learn to contribute to the ability to write text exposition of 25.79%. The conclusions of this motivation to learn to contribute and positive relationship significantly the ability to write text exposition.

KONTRIBUSI MODEL INQUIRY TERBIMBING TERHADAP KEMAMPUAN PENALARAN MAHASISWA PROGRAM STUDI MANAJEMEN PADA MATA KULIAH MATEMATIKA EKONOMI

The purpose of this study was to determine the contribution of the guided inquiry learning model to the reasoning ability of students. This research is a quasi-experimental study using two groups of samples (experimental and control) that have been declared normal and homogeneous. The study was conducted at SMP Negeri 27 Medan in 8th-grade students with two classes sample, each class with 40 students. The instrument used was in the form of a reasoning ability test consisting of pretest questions (6 items) and posttests (3 items) which have been declared valid and reliable. The results showed that in the guided inquiry class, students 'reasoning ability was influenced by the KAM value of 66%, while in the expository class, students' reasoning ability was influenced by the KAM value of 71.3%. This shows that the contribution of KAM in the guided inquiry class is smaller than the contribution of KAM in the expository class on reasoning ability (66% 71.3%).