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Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Revista Foco (Interdisciplinary Studies Journal) is the property of Revista Foco and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Copyright of Meta: Avaliação is the property of Revista Meta: Avaliacao and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Introduction – Facing the pandemic situation of COVID-19, which occurred in 2020, higher education institutions needed to adapt, transitioning from face-to-face teaching to distance emergency teaching, and therefore, in an online format. Objectives – To analyze the perception of students from a higher school of health, facing the teaching transition, focusing mainly on the preference and satisfaction for the type of teaching, adaptation difficulties, motivation, changes in emotional states, academic performance, acquired skills, and visual changes. Methods – Descriptive research was conducted by applying an online questionnaire to the sample under study. The data were analyzed using SPSS. Results – The results obtained indicated that, of the 517 answers, 40.4% (n=207) stated that they preferred face-to-face teaching, 43.9% (n=207) felt that they had greater difficulty in adapting to practical teaching, and 29.3% (n=143) were more satisfied with theoretical classes as opposed to practical classes. Conclusion – In the sample under study, there is dissatisfaction with distance learning, particularly in practical classes, as it was the type of learning that presented the most difficulties in adaptation, with an intensification of negative emotional states, a decrease in motivation, and a decrease in the student’s academic skills, as well as a preference for face-to-face learning. [ABSTRACT FROM AUTHOR]

The objective of this study was to present an experience report of the application of a WebQuest in the accounting sciences course at the Federal University of Sergipe, on the campus of Itabaiana, and, at the same time, to present the students' perception about the interaction with the didactic resource. - pedagogical proposal. It was noticed that the students were satisfied with the presentation of the WebQuest, even indicating the strategy for use in other disciplines and for approaching other contents. the research contributes to promoting reflection among higher education professors, more specifically in accounting science courses, regarding the insertion of new teaching-learning methodologies that promote criticality, autonomy and creativity in their students. [ABSTRACT FROM AUTHOR]

The Centro Integrado de Educação em Ciências - Escola Ciência Viva in Vila Nova da Barquinha (Portugal), results from a collaboration between the local authority, the University of Aveiro and the school community. It is a science center inside a school, based on local features and open to the community. It is a pioneering example of the implementation of an integrated perspective of science education, connecting research in education, pre-service and in-service teacher education and formal and non-formal science education, since 2013. In order to identify the contribution of this perspective to the promotion of the science teaching from a young age, data were collected through questionnaires given to 18 educators/teachers, 441 students and 106 parents or guardians; and through interviews with 17 educators/teachers and 5 monitors. Descriptive statistics and content analysis was performed on closed-ended and open-ended answers, respectively. The results showed that the different participants have very positive perceptions of teaching practices, learning and the taste for science (in formal and non-formal contexts). This study highlights the potential of the implementation of the integrated perspective of science education, which can inspire other educational contexts, namely through its contribution to the promotion of scientific literacy from a young age and lifelong. [ABSTRACT FROM AUTHOR]

Copyright of Revista Góndola, Enseñanza y Aprendizaje de las Ciencias is the property of Gondola, Ensenanza y Aprendizaje de las Ciencias and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Since its creation, in the 1970s, eSport has seen its number of fans at a global level grow significantly, to the point of acquiring exponential character in the last two decades, given the amount of competitions, teams, investment and revenue. Its recognition as a sport, in addition to commercial factors, brings to light the need to understand aspects that characterize the game phenomenon and its immanent logic, as well as reinforces the importance of analytical reflections around practice environments and skills development perspectives. Thus, the objective of the study is to analyze the teaching-learning process of FIFA 19, from the description of the modus operandi of the pedagogical procedures and the didactic-methodological interactions established between teacher-researcher, students and the context of practice. The research, of a qualitative and descriptive-exploratory nature, consisted of a case study with participant observation, led by the main author, in which a pedagogical sequence of 10 classes of 'FIFA 19' was planned, taught, recorded and evaluated. The pedagogical processes and strategies developed were recorded in a field diary and analyzed using the Content Analysis technique. To the extent that individuals are interested in promoting their skill levels, eSport includes, under a pedagogical plan, didactic-methodological aspects that direct teaching, learning, experience and training processes, in line with the development of other sports. [ABSTRACT FROM AUTHOR]

Objectives: to assess the suitability, facilitators, and barriers of using a video clip for teaching lactation physiology to health students., Methods: a cross-sectional study was conducted with online data collection at a higher education institution, using the Assistive Technology Assessment Instrument and open-ended questions. The sample consisted of 88 students., Results: the video clip was deemed suitable in all attributes. Facilitators identified included attractiveness, musicality, and ease of access. Barriers noted were the music's speed and the necessity for prior knowledge. The video clip achieved adequate scores for interactivity (1.71), purpose (1.77), relevance (1.64), and clarity (1.77). The overall average of the attributes was 1.72., Conclusions: the video clip can serve as an effective learning strategy to enhance hybrid education, potentially contributing to the promotion and support of breastfeeding. However, some barriers underscore the importance of prior knowledge for a complete understanding of the content.

Objective: create and validate a musical educational technology for lactation physiology learning for professional training in health., Method: methodological study with application of a conceptual framework of Knowledge Translation. In the creation cycle, the knowledge of the physiology of lactation was synthetized in key points to create the lyrics and the melody. In the action cycle, the content of the musical educational technology was validated by judges experts in breast feeding, in the period from September to December 2017., Results: 18 judges from all Brazilian regions participated in the validation. The content of the technology obtained a global Content Validity Index of 0.94 with one round of validation., Conclusion: the musical educational technology is validated to introduce the content of the physiology of lactation in the learning process of students, mediated by the teacher.