Navegando por Palavras-chave "Meaningful Learning"
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- ItemAcesso aberto (Open Access)Água como tema central para uma aprendizagem significativa de conceitos de química na perspectiva da alfabetização científica(Universidade Federal de São Paulo (UNIFESP), 2020-11-18) Santos, Valeria Marinho Paes Dos [UNIFESP]; Lourenço, Ana Valeria Santos de [UNIFESP]; Universidade Federal de São PauloScience Teaching, such as Chemistry, Physics and Biology, as well as Mathematics, are constant challenges to teaching, mainly for the construction of scientific knowledge and related concepts. It is observed that the most of students have basic conceptual errors until the end of high school, and researchers such as Pozo and Crespo, Cachapuz and Delizoicov, Chassot, Sasseron and Carvalho both point out the existence of difficulties in understanding at different levels of education, up to even among professors in the field, but also highlight the need to renew Science Education beyond memorization, defending the importance of Science Education from the perspective of scientific literacy, which promotes the formation of active and critical subjects, capable of transforming society indeed. In addition to these, Marcondes and Mortimer still emphasize the importance of approaching Science Teaching through contextualized thematic units, accompanied by diversified activities that favour the active and critical participation of the main subject of learning: the student. Such challenges led to the development of this research, having “Water” as the guiding theme of the teaching-learning process of the concepts of Chemistry, as chemical element, atom, molecule, concentration, among many others, given the wealth of possibilities and context for your approach. Qualitative and in a "covert" research format, approved by the Ethics and Research Committee, this work was supported by Ausubel's theory of Meaningful Learning. It was found that the diversified activities, complementary to the proposals of the current curriculum, elaborated and carried out based on Bardin's methodology and content analysis, contributed to facilitate the understanding, construction and development of knowledge related to chemical concepts in a significant way, substantially implying in the reflection on pedagogical practices. Anchored in the students' previous knowledge, and considering them as protagonists in the teaching-learning process, the diagnostic activity made it possible to survey these “subsumers”, becoming the basis for the elaboration of data collection and analysis instruments, as well as for the elaboration of complementary diversified activities, enabling the construction of new concepts and the reframing, adaptation and improvement of existing ones. During the process it was possible to verify the students' development, regarding the ability of written and spoken expression, interpreting the concepts of chemistry with the other areas of knowledge in a critical way. The results showed a significant improvement in learning, indicated by the analysis of the categories from the investigation of the texts, contributing to the teaching of chemical concepts from the water theme, in a perspective of scientific literacy. It is intended that this research can contribute to expand future work on the topic, in order to the concepts related to Chemistry are built with a view to meaningful learning and respective scientific literacy for the formation of the critical and active citizen in the society in which he lives.
- ItemSomente MetadadadosDisciplina Optativa Telessaúde da Universidade Federal do Tocantins como prática educativa inovadora(Universidade Federal de São Paulo, 2015) Filgueira, Michelle de Jesus Pantoja; Ferreira, Beatriz Jansen; http://lattes.cnpq.br/2401449110051240; http://lattes.cnpq.br/3354329820755952This research analyzed the conceptions, expectations and experiences of the teachers, students and medical residents, forefront of the pedagogical proposal of the optional discipline Telehealth from the Medicine´s course of the Federal University of Tocantins, like an innovative strategy of training human resources in health. To reach the proposed objectives was used a methodology qualitative and quantitative through exploratory and descriptive study, using document analysis, case study and an attitudinal perception instrument like Likert, that was applied to teachers, preceptors and students of health courses (medicine, nursing and nutrition), journalism and computer science at the Federal University of Tocantins who attended the optional discipline Telehealth in the period 2011 to 2014. 30 instruments were distributed, with 28 statements each, randomized for five dimensions: the optional discipline telehealth as a stimulator of curriculum innovation program; the optional discipline telehealth as health management tool qualifying (care networks); the optional discipline telehealth as contributory tool in the medical setting in Tocantins; the optional discipline telehealth as contributory tool in the strengthening of Continuing Health Education; the optional discipline telehealth as a stimulus tool inter professionalism. No proposition had been lost in the validation process on dispersed, showing a great validation of content. The reliability was tested by the Spearman – Brown´s formula using the test-retest method with R = 0,97, by the test homogeneity with p-value 0,032 and ANOVA with p-value 0,059, which sets great statistical density for the founded results. All dimensions were in the comfort zone. The data analysis allows the support that innovative aspects have been found in the construction and development from said subject such as: assertiveness in the choice of contents, proper use of teaching and learning active methodologies well as the TIC´s. Some difficulties have been identified as insufficient number of teachers, low participation of preceptors pointing to the need to improve the teaching-service integration and lastly any difficulties in connectivity. This study provides subsidies for advances in the discipline in the light of the principles of pedagogical innovation, meaningful learning and inter professionalism.
- ItemSomente MetadadadosA Estratégia Saúde da Família como cenário de aprendizagem: Análise de uma experiência de interação ensino-serviço na formação médica(Universidade Federal de São Paulo (UNIFESP), 2019-04-26) Fassina, Vanessa [UNIFESP]; Mendes, Rosilda [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)The implementation of National Curricular Guidelines for medical graduation, from 2001, led to initial changes in training through the integration of teaching with the health system and also through the decentralization of the hospital learning scenario to Primary Care. The update, in 2014, has maintained the objective of providing a generalist, humanistic, critical and reflexive education, which favors the interaction of users and health professionals since the first years of graduation. From this perspective, it is proposed the use of new teaching methodologies and expansion of the learning scenarios that privilege the active participation of the student in the knowledge construction. As the activities take place in a practice context, the challenge is to permanently involve the professionals in the training process. This qualitative study, with the researcher's implication, aims to analyze the perception of students and teachers of a private university in the state of São Paulo, health professionals and municipal management in order to identify the contributions that the teaching-service interaction can offer for the production of a meaningful learning space in medical training. To obtain the data, it was conducted round table discussions with the students of the first, third and fifth periods of the Medicine course, semi-structured interviews with health professionals and municipal management and university teachers, as well as the elaboration of a research diary. The data were analyzed using the Content Analysis technique, with the disclosure of three categories of meaning. The first, Learning scenario: the practice in the health unit, which revealed that the insertion of students in a Family Health Unit favored the development of the physician patient relationship, experience the physician's work routine besides knowing the specificity and complementarity of the professions, however, there was little opportunity to practice what they learned in theory. The second, Learning scenario: opportunities and limitations of Home Visit, the home was a scenario in which students could learn more about the patients' life and not only have the punctual contact in the search of diseases; they could also develop skills such as communication and listening, but they complained about the repetitive frequency that they go to the houses and stay with the same families. The last one, (Un) meetings between students and health professionals, the fragile contact between them led to a lack of opportunity for creating a relationship and acquiring knowledge through the interprofessional practice. This study showed that the Family Health Strategy can contribute as a space for the production of meaningful learning, and it is necessary to recompose the relationships between subjects involved, as well as a permanent space for discussion about this new role of services training.
- ItemAcesso aberto (Open Access)Limites e possibilidades do uso da aprendizagem baseada em equipes (ABE) pelo professor de Ciências da Natureza e Biologia na Educação Básica(Universidade Federal de São Paulo (UNIFESP), 2020-08-18) Lousan, Nathalie Emanuelle Pigoretti [UNIFESP]; Avallone, Denise De Micheli [UNIFESP]; Universidade Federal de São PauloAll activities included in the educational process are known to be influenced by the teacher's self-efficacy belief. Therefore, given the challenges of pedagogical practice and the current historical structure of Brazilian education, I consider teacher empowerment not only necessary but also a welcome condition. Given this reality, the objective of this study was to enable science and biology teachers to apply the TBL in their daily school life, to know the relationship between the use of this strategy and teacher self-efficacy and to evaluate its effectiveness in basic education. It was an exploratory study with qualitative profile. Teachers were offered a training in TBL and at the end they were instructed to apply such a strategy in their classrooms. For data collection, the participating teachers answered the Sociodemographic and Professional Practice Questionnaire, the Teaching Self-Efficacy scale and a semi-structured Interview entitled “Evaluating TBL”. In the organization of the data collected through the interviews, the Collective Subject Discourse (CSD) and the word cloud were used. For analysis was used Content Analysis (CA), thematic analysis (TA). They completed the training and applied the TBL in their school daily 6 teachers. The contribution of this strategy was verified with the significant and collaborative learning of the students of the basic education, even with the initial difficulty of the teachers in assembling the work teams in accordance with the assumptions of the methodology. In general, there was a higher perception of teacher self-efficacy after the formation and application of TBL. With this study, we observed the contributions of the use of TBL to the meaningful and collaborative learning of students of basic education, and how this active teaching strategy can be a tool of empowerment and teacher empowerment, contributing to increase their perception of self-efficacy, engagement and job satisfaction.