Podcast Amantes do Corpo Humano: uma ferramenta didática complementar para estimular a aprendizagem de anatomia e fisiologia humanas.
Data
2023-01-10
Autores
Oliveira, Leticia Reis 
Orientadores
Santos, Camilo Lellis
Tipo
Trabalho de conclusão de curso
Título da Revista
ISSN da Revista
Título de Volume
Resumo
O crescente desenvolvimento da tecnologia de telefonia móvel está abrindo uma condição
fortuita para a aquisição de qualquer conhecimento ou habilidade por meio do uso da
tecnologia móvel, em qualquer lugar e a qualquer hora. Esse tipo de aprendizagem, a
aprendizagem móvel (do inglês m-learning), é apreciada por estudantes das gerações de
nativos digitais e aprendizes do mundo contemporâneo. Um exemplo de ferramenta
m-learning é o podcast, onde um dispositivo é usado para escutar uma mídia de áudio ou
vídeo, esses áudios são publicados na internet e baixados automaticamente no dispositivo
móvel ou em um computador. Neste estudo, apresentamos o projeto de um podcast
desenvolvido para servir de ferramenta didática complementar aos estudantes matriculados na
unidade curricular Corpo Humano: Estrutura e Função (CHEF) na UNIFESP. O podcast,
chamado “Amantes do Corpo Humano”, foi disponibilizado no Spotify e no Spreaker, e os
episódios abordam conteúdos da área de anatomia e fisiologia humanas (A&F). A fim de
identificar o potencial didático do podcast como um recurso complementar, os episódios de
conteúdo autoral foram disponibilizados na semana em que o assunto de A&F foi abordado de
acordo com o conteúdo programático de CHEF. Foram utilizadas as próprias bases de dados
dos agregadores para identificar os padrões de usabilidade da ferramenta, por meio de uma
análise quantitativa e qualitativa. O estudo randomizado controlado envolveu um grupo de
estudantes (n=18), onde o grupo ouvinte (n=10) foi semanalmente convidado a ouvir os
episódios. Houve uma diferença significativa (P<0,05) no nível de segurança e na pontuação
calibrada em todos os conteúdos de A&F abordados no podcast, logo, pode-se inferir que os
estudantes ouvintes se tornaram mais confiantes nas respostas que eles deram após utilizarem
o podcast. Não houve diferença significativa na aprendizagem de conceitos mais complexos
de A&F, assim entende-se que ouvir o podcast auxilia na assimilação de reforçar
conhecimentos prévios mas não é autossuficiente para promover aprendizagem de conceitos
no Ensino Superior. Em 2019 (n=18), 2020 (n=16) e 2021 (n=18), os estudantes ouvintes
avaliaram o podcast como um potente recurso educacional, onde os estudantes de 2019
(61,5%), 2020 (63,6%) e 2021 (40,0%) consideraram que o uso do podcast contribuiu muito
para o aprendizado. Estudantes que escolheram utilizar a ferramenta o fizeram pela facilidade
de acesso e por terem uma motivação pessoal para tal. Houve acessos aos episódios do
podcast em outros países além do Brasil e mesmo após o término da UC CHEF. Portanto, o
trabalho comprova que re-expor o aluno ao conteúdo diminui a chance dele esquecer e o torna
mais seguro nas respostas de testes conceituais. O uso de podcast se demonstrou ser um
recurso educacional potente para abordagens didáticas de aprendizagem móvel e
complementar aos recursos utilizados pelos professores durante as aulas.
The increasing development of mobile phone technology is opening up a fortuitous condition for acquiring any knowledge or skill through the use of mobile technology, anywhere and anytime. This kind of learning, mobile learning (m-learning), is appreciated by students of the digital native generations and learners of the contemporary world. An example of an m-learning tool is the podcast, where a device is used to listen to audio or video media, these audios are published on the Internet and downloaded automatically to the mobile device or a computer. In this study, we present the project of a podcast developed to serve as a complementary didactic tool for students enrolled in the curricular unit "Human Body: Structure and Function (HBSF)" at UNIFESP. The podcast, called “Lovers of the Human Body”, was made available on Spotify and Spreaker, and the episodes cover content from the area of human anatomy and physiology (A&F). In order to identify the didactic potential of the podcast as a complementary resource, the authored content episodes were made available in the week that the A&F subject was covered according to the syllabus of CHEF. The aggregators' own databases were used to identify the usability patterns of the tool through a quantitative and qualitative analysis. The randomized controlled study involved a group of students (n=18), where the listener group (n=10) was weekly invited to listen to the episodes. There was a significant difference (P<0.05) in the level of confidence and calibrated score in all A&F content covered in the podcast, therefore, it can be inferred that the student listeners became more confident in the answers they gave after using the podcast. There was no significant difference in learning more complex A&F concepts, thus it is understood that listening to the podcast assists in the assimilation of reinforcing prior knowledge but is not self-sufficient to promote concept learning in Higher Education. In 2019 (n=18), 2020 (n=16) and 2021 (n=18) student listeners evaluated the podcast as a powerful educational resource, where students in 2019 (61.5%), 2020 (63.6%) and 2021 (40.0%) considered that using the podcast contributed a lot to learning. Students who chose to use the tool did so because of the ease of access and because they had a personal motivation to do so. There were accesses to the podcast episodes in other countries besides Brazil and even after the end of the CHEF UC. Therefore, the work proves that re-exposing the student to the content reduces the chance of him forgetting and makes him more confident in answering conceptual tests. The use of podcasts has proven to be a powerful educational resource for mobile learning didactic approaches and complementary to the resources used by teachers during classes.
The increasing development of mobile phone technology is opening up a fortuitous condition for acquiring any knowledge or skill through the use of mobile technology, anywhere and anytime. This kind of learning, mobile learning (m-learning), is appreciated by students of the digital native generations and learners of the contemporary world. An example of an m-learning tool is the podcast, where a device is used to listen to audio or video media, these audios are published on the Internet and downloaded automatically to the mobile device or a computer. In this study, we present the project of a podcast developed to serve as a complementary didactic tool for students enrolled in the curricular unit "Human Body: Structure and Function (HBSF)" at UNIFESP. The podcast, called “Lovers of the Human Body”, was made available on Spotify and Spreaker, and the episodes cover content from the area of human anatomy and physiology (A&F). In order to identify the didactic potential of the podcast as a complementary resource, the authored content episodes were made available in the week that the A&F subject was covered according to the syllabus of CHEF. The aggregators' own databases were used to identify the usability patterns of the tool through a quantitative and qualitative analysis. The randomized controlled study involved a group of students (n=18), where the listener group (n=10) was weekly invited to listen to the episodes. There was a significant difference (P<0.05) in the level of confidence and calibrated score in all A&F content covered in the podcast, therefore, it can be inferred that the student listeners became more confident in the answers they gave after using the podcast. There was no significant difference in learning more complex A&F concepts, thus it is understood that listening to the podcast assists in the assimilation of reinforcing prior knowledge but is not self-sufficient to promote concept learning in Higher Education. In 2019 (n=18), 2020 (n=16) and 2021 (n=18) student listeners evaluated the podcast as a powerful educational resource, where students in 2019 (61.5%), 2020 (63.6%) and 2021 (40.0%) considered that using the podcast contributed a lot to learning. Students who chose to use the tool did so because of the ease of access and because they had a personal motivation to do so. There were accesses to the podcast episodes in other countries besides Brazil and even after the end of the CHEF UC. Therefore, the work proves that re-exposing the student to the content reduces the chance of him forgetting and makes him more confident in answering conceptual tests. The use of podcasts has proven to be a powerful educational resource for mobile learning didactic approaches and complementary to the resources used by teachers during classes.