“Investigando a Fisiologia Humana” como uma estratégia de ensino e experimentação mediada por smartphone: rubrica avaliativa e repertório de resultados
Data
2023-05-10
Autores
Campilongo, Giovanna Brita [UNIFESP]
Orientadores
Santos, Camilo de Lellis [UNIFESP]
Tipo
Dissertação de mestrado
Título da Revista
ISSN da Revista
Título de Volume
Resumo
As tecnologias educacionais evoluíram para proporcionar situações de aprendizagem coerentes com o mundo contemporâneo. No entanto, ainda existem diversos desafios para otimizar o ensino sobre o corpo humano, sobretudo a experimentação e aulas práticas, em cursos de ensino híbrido, educação à distância e ensino remoto online. A popularização dos smartphones favorece a aplicação de ferramentas educacionais como os laboratórios de aprendizagem móvel ou MobLeLabs, que são aplicativos para smartphones capazes de coletar variáveis com a finalidade de aprendizagem. No presente estudo, avaliamos os produtos acadêmicos gerados pela atividade “Investigando a Fisiologia Humana” (IFH), que é uma atividade de aprendizagem por investigação envolvendo MobLeLabs. Foram analisados os relatórios dos estudantes que realizaram a IFH como conteúdo programático da unidade curricular Corpo Humano: Estrutura e Função aplicada de 2016 a 2021 no curso de Ciências-Licenciatura da UNIFESP. Por meio de método misto de pesquisa educacional, classificamos os projetos dos alunos, criamos e validamos uma rubrica de avaliação da aprendizagem para o IFH e aplicamos o teste de Spearman (rs) para identificar correlações entre os subitens dos relatórios do IFH e o desempenho acadêmico dos alunos na UC. A maioria dos projetos envolveu os sistemas cardiovascular e nervoso, devido à acessibilidade de variáveis relacionadas a esses sistemas. De modo geral, os projetos apresentaram subitens classificados como bons e excelentes, porém resultados insatisfatórios foram mais frequentes para o subitem 3 (predição da hipótese) e subitem 7 (conclusão). Foram convidados 4 monitores dos respectivos anos de aplicação do IFH para validação da rubrica. Os testes de concordância exata e adjacente e quociente kappa ponderado entre pares revelou concordância razoável a substancial (= 0,328 a 0,760) entre os avaliadores, e concordância substancial a quase perfeita (= 0,623 a 0,906) no teste de ICC. O desempenho no IFH se correlacionou positivamente com o desempenho dos alunos em todas outras atividades avaliativas da UC, tais como notas nas atividades de aprendizagem baseada em projeto, provas e seminários. Portanto, o IFH é uma estratégia didática que gera resultados acadêmicos compatíveis com outras avaliações mais tradicionais, sendo capaz de proporcionar oportunidades de aprendizagem de conceitos da fisiologia humana e metodologia científica de forma interna ou externa aos laboratórios didáticos institucionais.
Educational technologies have evolved to provide learning situations consistent with the contemporary world. However, there are still several challenges to optimize teaching about the human body, especially experimentation and practical classes, in blended learning courses, distance education and online remote learning. The popularization of smartphones favors the application of educational tools such as mobile learning laboratories or MobLeLabs, which are applications for smartphones capable of collecting variables for learning purposes. In the present study, we evaluated the academic products generated by the activity “Investigating Human Physiology” (IHP), which is an inquiry-based learning activity involving MobLeLabs. The reports of students who performed the IHP were analyzed as syllabus of the course Human Body: Structure and Function applied from 2016 to 2021 in the Science Teaching Training program at UNIFESP. Through a mixed method of educational research, we classified students' projects, created and validated a learning assessment rubric for the IHP and applied the Spearman test (rs) to identify correlations between the sub-items of the IHP reports and academic performance of students at UC. Most projects involved the cardiovascular and nervous systems, due to the accessibility of variables related to these systems. In general, the projects presented sub-items classified as good and excellent, but unsatisfactory results were more frequent for sub-item 3 (hypothesis prediction) and sub-item 7 (conclusion). Four monitors from the respective years of application of the IHP were invited to validate the initials. Exact and adjacent concordance and peer-weighted kappa quotient tests revealed fair to substantial agreement (= 0.328 to 0.760) between raters, and substantial to near perfect agreement (= 0.623 to 0.906) in the ICC test. Performance on the IHP was positively correlated with student performance on all other UC assessment activities, such as grades on project-based learning activities, tests, and seminars. Therefore, the IHP is a didactic strategy that generates academic results compatible with other more traditional assessments, being able to provide opportunities for learning concepts of human physiology and scientific methodology internally or externally to institutional didactic laboratories.
Educational technologies have evolved to provide learning situations consistent with the contemporary world. However, there are still several challenges to optimize teaching about the human body, especially experimentation and practical classes, in blended learning courses, distance education and online remote learning. The popularization of smartphones favors the application of educational tools such as mobile learning laboratories or MobLeLabs, which are applications for smartphones capable of collecting variables for learning purposes. In the present study, we evaluated the academic products generated by the activity “Investigating Human Physiology” (IHP), which is an inquiry-based learning activity involving MobLeLabs. The reports of students who performed the IHP were analyzed as syllabus of the course Human Body: Structure and Function applied from 2016 to 2021 in the Science Teaching Training program at UNIFESP. Through a mixed method of educational research, we classified students' projects, created and validated a learning assessment rubric for the IHP and applied the Spearman test (rs) to identify correlations between the sub-items of the IHP reports and academic performance of students at UC. Most projects involved the cardiovascular and nervous systems, due to the accessibility of variables related to these systems. In general, the projects presented sub-items classified as good and excellent, but unsatisfactory results were more frequent for sub-item 3 (hypothesis prediction) and sub-item 7 (conclusion). Four monitors from the respective years of application of the IHP were invited to validate the initials. Exact and adjacent concordance and peer-weighted kappa quotient tests revealed fair to substantial agreement (= 0.328 to 0.760) between raters, and substantial to near perfect agreement (= 0.623 to 0.906) in the ICC test. Performance on the IHP was positively correlated with student performance on all other UC assessment activities, such as grades on project-based learning activities, tests, and seminars. Therefore, the IHP is a didactic strategy that generates academic results compatible with other more traditional assessments, being able to provide opportunities for learning concepts of human physiology and scientific methodology internally or externally to institutional didactic laboratories.