Search

The research covers the application of Information and Communication Technologies; and strategies that benefit self-learning, where the key factor is to ensure that students acquire new abilities and skills that enhance cognitive development. Its objective was to propose innovative methodologies for the application of ICTs, in the autonomous learning process. The methodology had an exploratory and / or descriptive quantitative approach. As tools, questionnaires were used for teachers, students and an interview with a professional in the Computer Science area. When consulting educators and students, the lack of use and management of ICTs was witnessed. Therefore, it is concluded that there is a deficit of knowledge in technology, which leads to the lack of application of innovative strategies by teachers, creating a barrier in the development of autonomous work in students. For this reason, the application of computer resources such as Forms, Kahoot, Mentimeter, Powtoon, Quizziz, among others, positively affect the teaching-learning process, promoting creativity and developing the capacity for self-learning and self-discipline, becoming a responsible entity, dynamic that meets the demands of the current educational environment. Keywords: Autonomous Learning; innovative methodologies; technological resources; Technology of the information and communication., La investigación abarca la aplicación de las Tecnologías de la Información y la Comunicación; y las estrategias que benefician el autoaprendizaje, donde el factor clave es lograr que los alumnos adquieran nuevas habilidades y destrezas que potencien el desarrollo cognitivo. Su objetivo fue plantear metodologías innovadoras de aplicación de las TICs, en el proceso de aprendizaje autónomo. La metodología contó con un enfoque cuantitativo de tipo exploratorio y/o descriptivo. Como herramientas se utilizaron cuestionarios dirigidos a docentes, estudiantes y una entrevista a un profesional en el área Informática. Al consultar a educadores y discentes, se presenció la carencia de uso y manejo de las TICs. Por lo tanto, se concluye que existe un déficit de conocimiento en tecnología, lo que conlleva a la falta de aplicación de estrategias innovadoras, por parte de los profesores, creando una barrera en el desarrollo del trabajo autónomo en los educandos. Por tal motivo, la aplicación de recursos informáticos como Forms, Kahoot, Mentimeter, Powtoon, Quizziz, entre otros, inciden positivamente en el proceso de enseñanza-aprendizaje, fomentando la creatividad y desarrollando la capacidad de autoaprendizaje y autodisciplina, convirtiéndose en un ente responsable, dinamizador que cumpla con las exigencias del entorno educativo actual. Palabras claves: Aprendizaje autónomo; metodologías innovadoras; recursos tecnológicos; Tecnologías de la Información y la Comunicación. Abstract The research covers the application of Information and Communication Technologies; and strategies that benefit self-learning, where the key factor is to ensure that students acquire new abilities and skills that enhance cognitive development. Its objective was to propose innovative methodologies for the application of ICTs, in the autonomous learning process. The methodology had an exploratory and / or descriptive quantitative approach. As tools, questionnaires were used for teachers, students and an interview with a professional in the Computer Science area. When consulting educators and students, the lack of use and management of ICTs was witnessed. Therefore, it is concluded that there is a deficit of knowledge in technology, which leads to the lack of application of innovative strategies by teachers, creating a barrier in the development of autonomous work in students. For this reason, the application of computer resources such as Forms, Kahoot, Mentimeter, Powtoon, Quizziz, among others, positively affect the teaching-learning process, promoting creativity and developing the capacity for self-learning and self-discipline, becoming a responsible entity, dynamic that meets the demands of the current educational environment. Keywords: Autonomous Learning; innovative methodologies; technological resources; Technology of the information and communication. Información del manuscrito:Fecha de recepción: 09 de marzo de 2023.Fecha de aceptación: 02 de junio de 2023.Fecha de publicación: 28 de junio de 2023.

At present, the use of ICTs has been incorporated into all areas of society, especially in education, since technological advancement and development has never been static, since over the years there is always a new methodology or tool. website that has a significant impact on the development of knowledge. The main purpose of this research article and proposal is to achieve dynamic learning taught by teachers and that awakens the interest of students, through designing a methodological proposal based on a manual, through the application of Learning Based on Projects, linked to gamified activities that will optimize the learning process of students. This methodological proposal will allow the teacher to have at their disposal a guide base, not only to broadcast content when teaching their classes, but also that they can be included with a variety of gamified activities that allow creating an autonomous and directed learning, where students are take an active part in the construction of knowledge. By incorporating PBL with gamification in the contextualization of knowledge, it will allow promoting multidisciplinary learning, and then designing a final product where the level of learning, skills and abilities developed that the student has successfully obtained and which will be demonstrated can be demonstrated. a benefit for the entire educational community., En la actualidad el uso de las Tics, se ha incorporado en todos los ámbitos de la sociedad en especial en el educativo, pues el avance y desarrollo tecnológico nunca ha sido estático ya que con el transcurso de los años siempre hay una nueva metodología o herramienta web que incide de manera significativa y de gran impacto en el desarrollo del conocimiento. El principal propósito de este artículo de investigación, es de lograr aprendizajes dinámicos impartido por los docentes y que despierte el interés de los educandos, a través, de diseñar una propuesta metodológica en base a un manual, mediante la aplicación del Aprendizaje Basado en Proyectos, enlazadas con actividades gamificadas que permitirán optimizar el proceso de aprendizaje de los educandos. Esta propuesta metodológica permitirá al docente tener a su alcance una base guía, no solo para emitir contenidos al impartir sus clases, sino que los mismos puedan ser incluidos con una variedad de actividades gamificadas que permitan crear un aprendizaje autónomo y dirigido, donde los educandos se sientan parte activa en la construcción del conocimiento. Al incorporar el ABP con la gamificación en la contextualización del conocimiento, permitirá promover un aprendizaje multidisciplinar, para luego diseñar un producto final donde se podrá evidenciar el nivel de aprendizaje, las destrezas y habilidades desarrolladas que ha obtenido el estudiante de manera exitosa y que será un beneficio para toda la comunidad educativa

This text presents an excerpt from the dissertation “Conceptions and pedagogical strategies of teachers at Escola Plena Governador José Fragelli” whose main objective was to know the teaching model “Escola Plena” offered at Escola Estadual Gov. José Fragelli (Education Arena) contemplating the pedagogical strategies that teachers adopt to articulate the knowledge of the National Curricular Common Base and the sports modalities. The research was carried out in a full-time school in the state of Mato Grosso, called Escola Plena. In this clipping, we will present a reflection, in the light of the teachers, about their pedagogical strategies as well as the results in the students' learning. The methodology was qualitative in Minayo, (2018) and the method was content analysis in Bardin (2016). Eight teachers were interviewed. The results showed that teachers develop innovative, interdisciplinary pedagogical practices, planning and methodologies articulated to the knowledge of the BNCC and the sports modalities adopted at school to contribute to student learning., Este texto presenta un extracto de la disertación “Concepciones y estrategias pedagógicas de los docentes de la Escola Plena Governador José Fragelli” cuyo objetivo principal fue conocer el modelo de enseñanza “Escola Plena” que se ofrece en la Escola Estadual Governador. José Fragelli (Arena Educativa) contemplando las estrategias pedagógicas que adoptan los docentes para articular los saberes de la Base Común Curricular Nacional y las modalidades deportivas. La investigación se llevó a cabo en una escuela de tiempo completo en el estado de Mato Grosso, llamada Escola Plena. En este recorte presentaremos una reflexión, a la luz de los docentes, sobre sus estrategias pedagógicas así como los resultados en el aprendizaje de los estudiantes. La metodología fue cualitativa en Minayo, (2018) y el método fue el análisis de contenido en Bardin (2016). Se entrevistó a ocho docentes. Los resultados mostraron que los docentes desarrollan prácticas pedagógicas, planificaciones y metodologías innovadoras e interdisciplinarias articuladas al conocimiento de la BNCC y las modalidades deportivas adoptadas en la escuela para contribuir al aprendizaje de los estudiantes., Este texto apresenta um recorte da dissertação “Concepções e estratégias pedagógicas dos docentes da Escola Plena Governador José Fragelli” que teve como objetivo principal conhecer o modelo de ensino “Escola Plena” ofertado na Escola Estadual Gov. José Fragelli (Arena da Educação) contemplando as estratégias pedagógicas que os docentes adotam para articular os saberes da Base Nacional Comum Curricular e das modalidades esportivas. A pesquisa foi realizada em uma escola de tempo integral no estado de Mato Grosso, denominada Escola Plena. Neste recorte, apresentaremos uma reflexão, à luz dos docentes, sobre suas estratégias pedagógicas bem como os resultados na aprendizagem dos estudantes. A metodologia foi qualitativa em Minayo, (2018) e o método foi análise de conteúdo em Bardin (2016). Foram entrevistados oito docentes. Os resultados apontaram que os professores desenvolvem práticas pedagógicas, planejamentos e metodologias inovadoras, interdisciplinares articuladas aos saberes da BNCC e as modalidades esportivas adotadas na escola para contribuir com a aprendizagem do estudante.

This text presents an excerpt from the dissertation “Conceptions and pedagogical strategies of teachers at Escola Plena Governador José Fragelli” whose main objective was to know the teaching model “Escola Plena” offered at Escola Estadual Gov. José Fragelli (Education Arena) contemplating the pedagogical strategies that teachers adopt to articulate the knowledge of the National Curricular Common Base and the sports modalities. The research was carried out in a full-time school in the state of Mato Grosso, called Escola Plena. In this clipping, we will present a reflection, in the light of the teachers, about their pedagogical strategies as well as the results in the students' learning. The methodology was qualitative in Minayo, (2018) and the method was content analysis in Bardin (2016). Eight teachers were interviewed. The results showed that teachers develop innovative, interdisciplinary pedagogical practices, planning and methodologies articulated to the knowledge of the BNCC and the sports modalities adopted at school to contribute to student learning., Este texto presenta un extracto de la disertación “Concepciones y estrategias pedagógicas de los docentes de la Escola Plena Governador José Fragelli” cuyo objetivo principal fue conocer el modelo de enseñanza “Escola Plena” que se ofrece en la Escola Estadual Governador. José Fragelli (Arena Educativa) contemplando las estrategias pedagógicas que adoptan los docentes para articular los saberes de la Base Común Curricular Nacional y las modalidades deportivas. La investigación se llevó a cabo en una escuela de tiempo completo en el estado de Mato Grosso, llamada Escola Plena. En este recorte presentaremos una reflexión, a la luz de los docentes, sobre sus estrategias pedagógicas así como los resultados en el aprendizaje de los estudiantes. La metodología fue cualitativa en Minayo, (2018) y el método fue el análisis de contenido en Bardin (2016). Se entrevistó a ocho docentes. Los resultados mostraron que los docentes desarrollan prácticas pedagógicas, planificaciones y metodologías innovadoras e interdisciplinarias articuladas al conocimiento de la BNCC y las modalidades deportivas adoptadas en la escuela para contribuir al aprendizaje de los estudiantes., Este texto apresenta um recorte da dissertação “Concepções e estratégias pedagógicas dos docentes da Escola Plena Governador José Fragelli” que teve como objetivo principal conhecer o modelo de ensino “Escola Plena” ofertado na Escola Estadual Gov. José Fragelli (Arena da Educação) contemplando as estratégias pedagógicas que os docentes adotam para articular os saberes da Base Nacional Comum Curricular e das modalidades esportivas. A pesquisa foi realizada em uma escola de tempo integral no estado de Mato Grosso, denominada Escola Plena. Neste recorte, apresentaremos uma reflexão, à luz dos docentes, sobre suas estratégias pedagógicas bem como os resultados na aprendizagem dos estudantes. A metodologia foi qualitativa em Minayo, (2018) e o método foi análise de conteúdo em Bardin (2016). Foram entrevistados oito docentes. Os resultados apontaram que os professores desenvolvem práticas pedagógicas, planejamentos e metodologias inovadoras, interdisciplinares articuladas aos saberes da BNCC e as modalidades esportivas adotadas na escola para contribuir com a aprendizagem do estudante.

Submitted by Edineia Teixeira (edineia.teixeira@unioeste.br) on 2022-11-09T13:01:40Z No. of bitstreams: 2 Jeniffer_Machado.2022.pdf: 1688959 bytes, checksum: a5eacc06458ceab485a4259ca2421c24 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Made available in DSpace on 2022-11-09T13:01:40Z (GMT). No. of bitstreams: 2 Jeniffer_Machado.2022.pdf: 1688959 bytes, checksum: a5eacc06458ceab485a4259ca2421c24 (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2022-09-15 Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES Active methodologies present themselves as a teaching model with the potential to move towards a more flexible and student-centered curriculum, making them the protagonist and main agent of their learning process. In this context, teacher training can act as a catalyst or limit for immersion in this innovative model. In order to deepen the understanding of active methodologies and teacher training, this exploratory bibliographic, documentary and field work sought to answer the following question: What do the documents of initial teacher training, the reports of Supervised Internships and do the Science and Biology interns show us about the use of active methodologies in teacher training? The objective of this research sought to establish indications on the use of active methodologies by Science and Biology interns in elementary school, final years and high school, observing the results of two higher education institutions in the western region of the state of PR. For data constitution and analysis, Discursive Textual Analysis (DTA) was used, with three categories of analysis being constructed: I. Active methodologies as an alternative to traditional teaching, II. Active methodologies and the role of the student and the teacher in teaching and learning, III. Active methodologies in the initial training of Science and Biology teachers. Through the studies carried out, it was possible to verify that the Pedagogical Course Projects (PPC) of the two educational institutions do not address the topic of active methodologies in their content. In addition, the answers of the interns of the Degree in Biological Sciences of the year 2019 to the questionnaire indicate that they consider they have studied active methodologies at some point in the course, and the vast majority indicated that they had used these during the supervised internships of sciences. and Biology. However, the Supervised Internship reports indicate that the interns predominantly used traditional teaching, where expository classes, dialoged expository and dialogic discursive classes appeared as a highlight in the lesson plans. Regarding the use of active methodologies, the inverted classroom was the most used, followed by Group/Team Learning (TBL) and Gamification, but in a timid and punctual way. Thus, the results show us contradictions between the discourse and the practice of the trainees regarding the use of active methodologies in teaching practice, which made us infer that the training offered by the Degree courses in Biological Sciences of the two universities, in relation to the theme active methodologies, presents elements of fragility insofar as aspects of dichotomy between theory and practice appear in the analyzed data. From this, we need to move towards more significant reflections in relation to the path to be followed for the implementation of active methodologies in teaching practice, even if it is a path marked by difficulties and barriers, however, it is important to remember that obstacles and adversities are present in any innovation process and that moving forward, returning, choosing new paths and continuing the journey is part of a successful trajectory in any area As metodologias ativas se apresentam como um modelo de ensino com potencial de avançar para um currículo mais flexível e centrado no aluno, tornando-o protagonista e agente principal do seu processo de aprendizagem. Nesse contexto, a formação docente pode atuar como catalizadora ou limitadora da imersão neste modelo inovador. No sentido de aprofundar as compreensões sobre as metodologias ativas e a formação de professores, este trabalho de ordem bibliográfica, documental e de campo exploratório, buscou responder à seguinte questão: O que os documentos de formação inicial de professores, os relatórios dos Estágios Supervisionados e os estagiários de Ciências e Biologia nos mostram sobre o uso de metodologias ativas na formação docente? O objetivo desta pesquisa foi estabelecer indicativos sobre o uso de metodologias ativas por estagiários de Ciências e Biologia no ensino fundamental anos finais e nível médio, observando o resultado de duas instituições de ensino superior da região Oeste do estado do Paraná. Para constituição e análise dos dados, utilizou-se a Análise Textual Discursiva (ATD), sendo construídas três categorias de análise: I. Metodologias ativas como alternativa ao ensino tradicional, II. Metodologias ativas e o papel do aluno e do professor no ensino e aprendizagem, III. As metodologias ativas na formação inicial de professores de Ciências e Biologia. Por meio dos estudos realizados, foi possível constatar que os Projetos Pedagógicos de Curso (PPC) das duas instituições de ensino não abordam, em seu conteúdo, o tema metodologias ativas. Além disso, as respostas dos estagiários do curso de Licenciatura em Ciências Biológicas do ano de 2019 ao questionário apontam que estes consideram ter estudado sobre metodologias ativas em algum momento do curso, e a grande maioria indicou ter utilizado estas durante os estágios supervisionados de Ciências e Biologia. Porém, os relatórios de Estágios Supervisionados indicam que os estagiários utilizaram de forma predominante o ensino tradicional, em que as aulas expositivas, expositivas dialogadas e aulas práticas apareceram como destaque nos planos de aula. No que se refere à utilização de metodologias ativas, a sala de aula invertida foi a mais utilizada, seguida pela Aprendizagem em grupo/time (TBL) e pela Gamificação, porém, de forma tímida e pontual. Assim, os resultados mostram contradições entre o discurso e a prática dos estagiários quanto a utilizar metodologias ativas na prática docente, o que permitiu inferir que a formação oferecida pelos cursos de Licenciatura em Ciências Biológicas das duas universidades, em relação ao tema metodologias ativas, apresenta elementos de fragilidade conforme transparecem, nos dados analisados, aspectos de dicotomia entre a teoria e a prática. A partir disso, é necessário avançar para reflexões mais significativas em relação ao caminho a ser percorrido para a implementação das metodologias ativas na prática docente, mesmo que seja um caminho marcado por dificuldades e barreiras, porém, é importante considerar que obstáculos e adversidades estão presentes em qualquer processo de inovação, e que avançar, retornar, escolher novos caminhos e continuar a caminhada é parte de uma trajetória de sucesso em qualquer área

La creatividad en la educación es importante para los procesos de enseñanza – aprendizaje en el aula. Es necesario contar con metodologías innovadoras, dinámicas y prácticas que motiven a los estudiantes, fortaleciendo sus habilidades desde la originalidad, fluidez y flexibilidad, hacia un pensamiento diferente en la creación de nuevas ideas y propuestas que permitan su crecimiento y desarrollo emocional, afectivo y formativo. Al ser creativo, logrará expresar fácilmente sus pensamientos, podrá enfrentarse a las diversas situaciones que se le presenten y será capaz de encaminarse en un proceso acorde a su aprendizaje y a su estilo de vida. Los modelos pedagógicos tradicionales y su sistema académico, siguen limitando la libre expresión del estudiante desde su quehacer formativo, práctico y reflexivo. La falta de tendencias e iniciativas pedagógicas y didácticas, hacen que la educación continue en un ritmo constante con los mismos esquemas curriculares e institucionales, sin permitir un avance educativo desde herramientas didácticas que promuevan la aceptación, participación y respaldo de parte del maestro, quien a través de actividades dinámicas y artísticas conseguirá que cada estudiante emplee su inteligencia, destreza e imaginación para una mejor realización personal e integral. La presente investigación dará a conocer el potencial creativo de los estudiantes de grado primero de la básica primaria a través del trabajo con la técnica de la plastilina, fortaleciendo sus habilidades manuales, sus saberes y su libre expresión artística en el entorno escolar. Creativity in education is important for the teaching-learning processes in the classroom. It is necessary to have innovative, dynamic and practical methodologies that motivate students, strengthening their skills from originality, fluency and flexibility, towards a different way of thinking in the creation of new ideas and proposals that allow their growth and emotional, affective and formative development. By being creative, you will be able to easily express your thoughts, you will be able to face the various situations that arise and you will be able to navigate a process according to your learning and your lifestyle. The traditional pedagogical models and their academic system continue to limit the free expression of the student from their formative, practical and reflective work. The lack of trends and pedagogical and didactic initiatives, make education continue at a constant pace with the same curricular and institutional schemes, without allowing an educational advance from didactic tools that promote acceptance, participation and support from the teacher, who Through dynamic and artistic activities, each student will use their intelligence, skill and imagination for a better personal and comprehensive fulfillment. This research will reveal the creative potential of first grade students of primary school through work with the plasticine technique, strengthening their manual skills, their knowledge and their free artistic expression in the school environment. Licenciado en Artes Plásticas Pregrado

Science teaching is of great importance in the educational sector, because it is through it that the individual acquires the scientific knowledge necessary for the understanding of his own life and the world around him. Thus, it is up to the teacher, as a mediator of the teaching-learning process, to propose activities that encourage the active participation of students, so that they feel motivated to learn. In this context, the present article aimed to carry out a bibliographic research on studies that demonstrate the importance of practical classes for the learning process in Science teaching. Therefore, it is a study with a qualitative approach, which sought to carry out a bibliographic research, through scientific articles and annals of scientific meetings. Among the studies, 10 works were selected that address the different conceptions of teachers and students about the importance of practical classes in Science Teaching and the difficulties that teachers face in the application of practical classes. In general, it was noticeable that practical activities are necessary for a better assimilation of theoretical content, however, it was evident that teachers need to always be in training so that innovative methodologies are well established, thus providing an excellent connection between theory and practice. La enseñanza de las ciencias es de gran importancia en el sector educativo, porque es a través de ella que el individuo adquiere los conocimientos científicos necesarios para la comprensión de su propia vida y del mundo que le rodea. Así, le corresponde al docente, como mediador del proceso de enseñanza-aprendizaje, proponer actividades que favorezcan la participación activa de los estudiantes, para que se sientan motivados a aprender. En este contexto, el presente artículo tuvo como objetivo realizar una investigación bibliográfica sobre estudios que demuestren la importancia de las clases prácticas para el proceso de aprendizaje en la enseñanza de las Ciencias. Por lo tanto, es un estudio con enfoque cualitativo, que buscó realizar una investigación bibliográfica, a través de artículos científicos y anales de reuniones científicas. Entre los estudios se seleccionaron 10 trabajos que abordan las diferentes concepciones de docentes y estudiantes sobre la importancia de las clases prácticas en la Enseñanza de las Ciencias y las dificultades que enfrentan los docentes en la aplicación de las clases prácticas. En general, se notó que las actividades prácticas son necesarias para una mejor asimilación de los contenidos teóricos, sin embargo, se evidenció que los docentes necesitan estar siempre en formación para que las metodologías innovadoras estén bien asentadas, proporcionando así una excelente conexión entre la teoría y la práctica. O ensino de Ciências é de grande importância no setor educacional, pois é através dele que o indivíduo adquire o conhecimento científico necessário para o entendimento da sua própria vida e do mundo que o cerca. Assim, cabe ao professor, como mediador do processo de ensino-aprendizagem, propor atividades que propicie a participação ativa dos alunos, para que se sintam motivados a aprender. Neste contexto, o presente artigo objetivou fazer uma pesquisa bibliográfica sobre os estudos que demonstrem a importância das aulas práticas para o processo de aprendizagem no ensino de Ciências. Para tanto, trata-se de um estudo com abordagem qualitativa, que buscou fazer uma pesquisa bibliográfica, através de artigos científicos e anais de encontros científicos. Dentre os estudos foram selecionados 10 trabalhos que abordam as diferentes concepções de professores e de alunos sobre a importância das aulas práticas no Ensino de Ciências e as dificuldades que os professores enfrentam para a aplicação de aulas práticas. No geral, foi perceptível que as atividades práticas são necessárias para haver uma melhor assimilação dos conteúdos teóricos, porém, ficou evidente que os professores precisam estar sempre em formação para que as metodologias inovadoras sejam bem estabelecidas, ocorrendo assim uma excelente conexão entre a teoria e a prática.

Digital education readiness has been much promoted by the European Union through the European Framework for the Digital Competence of Educators (Redecker, 2017) and education stakeholders, whose aim is to foster the improvement of digital competences of both teachers and students within the education area. The European project QuILL – Quality in Language Learning, approved in the scope of the call ‘Strategic Partnerships for Digital Education Readiness’, embraces the challenge of providing higher education lecturers and students with digital technology-based teaching resources supporting them in their teaching and learning. With more than 360 teaching and learning resources available on the QuILL portal, the higher education (HE) lecturers are offered a plethora of open educational online resources (OER) for 18 European languages focusing on Languages for Specific Purposes (LSP). These have been tested and validated in real-case teaching scenarios allowing thus the teachers to use or adapt the resources suggested as well as the methodologies provided as guidelines. The aim of this paper is to showcase some of these resources and demonstrate how digital tools and resources account for more innovative methodologies when teaching LSP, following Arnó (2012). Moreover, we shall also focus on the project’s second Intellectual Output (IO2) which consists in the creation of an e-learning based package addressed to higher education LSP lecturers specifically aimed to guide them in innovating their language teaching methodologies through the effective use of quality digital based OER teaching sources. Three different modules comprise this package addressing the identification, use and creation of quality digital based language teaching source. We shall provide results that attest the impact and effectiveness of this e-learning based package by means of case studies on the three modules and the results of interactive tests assessing lecturers’ knowledge on the main aspects focused on in the e-learning package. info:eu-repo/semantics/publishedVersion

Tendo em vista a necessidade de modernizar o processo de ensino e aprendizagem na disciplina Fisiologia Humana, a oferta de cursos on-line surge como nova possibilidade para a formação dos alunos da área da saúde e ciências biológicas. Esta pesquisa buscou desenvolver um curso on-line, sem a presença de professor, com alguns tópicos da Fisiologia Humana, oferecido na plataforma MOODLE, objetivando incrementar a autonomia, a motivação, o aprendizado e a satisfação dos alunos. A dinâmica do curso foi realizada através de uma abordagem inovadora, tendo o aluno total liberdade de estudo, além de diversas ferramentas tratando do mesmo assunto, tais como textos, vídeos, tirinhas e testes. O público-alvo da pesquisa foram alunos de graduação e pós-graduação e o curso foi oferecido três vezes, de forma on-line e acessível por computador, celular ou tablet. Os alunos tinham total autonomia para escolher os conteúdos e a ordem de estudo, e precisavam ser aprovados em uma prova final para obter certificado. Os testes foram acessados muito mais vezes do que os outros materiais. Apesar do número de usuários que acessaram os materiais didáticos oferecidos ser semelhante, as visualizações dos testes foram no mínimo 15 vezes maior do que a dos demais materiais. A partir da avaliação do curso realizada pelos alunos, observa-se que existe satisfação dos alunos em frequentar este tipo de curso, embora a maioria dos alunos não tenha apresentado a autonomia necessária para estudar sozinho. Os alunos relataram aumento da motivação e interesse em estudar a disciplina Fisiologia Humana após o curso, porém, o incremento do aprendizado não foi alcançado como esperado, observando-se que não houve incremento dos resultados obtidos na prova final comparativamente às notas do pré-teste, ocorrendo, inclusive, redução de 7,5 para 7,14 no curso 1 e 6,4 para 5,82 no curso 3. Sendo assim, conclui-se que o curso on-line pode ser uma ferramenta importante no processo de ensino e aprendizagem da disciplina Fisiologia Humana, mas demanda adaptações dos intervenientes envolvidos no processo para que as percepções referidas pelos alunos sobre o aumento da motivação e o interesse no estudo incrementem o aproveitamento escolar, algo não observado nesta pesquisa. In view of the need to modernize the teaching and learning process in the discipline of Human Physiology, the offer of online courses with innovative and integrative methodologies emerges as a new possibility for the training of students in the area of health and biological sciences. This research sought to develop an online course, without the presence of a teacher, with some topics of Human Physiology, offered through the MOODLE platform, aiming to increase the autonomy, motivation, learning and satisfaction of students. The dynamics of the course was carried out through an innovative approach, with the student having complete freedom of study, in addition to several tools dealing with the same subject, such as texts, vídeos, strips and tests. The target audience of the research were undergraduate and graduate students. The students had complete autonomy to choose the contents and the order of study, and they had to pass a final exam to obtain a certificate. The tests were accessed much more often than the other materials. Although the number of users who accessed the offered teaching materials was similar, the test views were at least 15 times higher than the other materials. From the evaluation of the course carried out by the students, it is observed that there is satisfaction of the students in attending this type of course, although most students did not have the necessary autonomy to study alone. There was an increase in motivation and interest in studying the Human Physiology subject compared to the traditional teaching model, however the learning increment was not achieved as expected, noting that there was no increase in the results obtained in the final teste compared to the pre-test scores, including a reduction from 7,5 to 7,14 in course 1 and from 6,4 to 5,82 in course 3. Therefore, it is concluded that the online course can be an important tool in the teaching and learning process of the Human Physiology discipline, but it demands adaptations from the actors involved in the process so that the perceptions mentioned by the students about the increase in motivation and the interest in the study increase school performance, something not observed in this research.

Today, there are different innovative methodologies that seek to motivate and achieve in students the acquisition of meaningful learning, that is, learning in terms of Ausubel, built and consolidated, which occurs when students manage to relate the new information with the already owned. Thus, of all, the Case Method and Cooperative Learning, are methodologies with which in addition to acquiring knowledge, multiple transversal competencies are acquired such as decision-making, organizational skills, the ability to analyze and solve problems, oral and written communication skills and teamwork. Likewise, the Psychosocial Care module has been chosen for several aspects. In the first place, because the study of the person as a whole, as a biopsychosocial being, is complex and secondly, because in health we work with people, who can also be almost totally in a situation of vulnerability or fragility or a difficult time after a diagnosis or uncertain future. This report that is presented below aims to design an intervention proposal through the use of case studies and cooperative learning to teach psychosocial care to second-year students of the Higher Degree in Healthcare Documentation and Administration. To do this, a bibliographic search and an analysis of the most relevant concepts has been carried out first. This design aims to integrate these less used or more innovative methodologies, with the intention that it serves the entire educational community, always in search of the objective of the teaching-learning process, achieving in the student the maximum degree of motivation and achievement of meaningful learning. Hoy en día, existen distintas metodologías innovadoras que buscan motivar y conseguir en los alumnos la adquisición de un aprendizaje significativo, es decir, un aprendizaje en términos de Ausubel, construido y consolidado, que se produce cuando los alumnos consiguen relacionar la nueva información con la que ya poseían. Así, de todas, el Método de Casos y el Aprendizaje cooperativo, son metodologías con las que además de adquirir conocimientos, se adquieren múltiples competencias transversales como son la toma de decisiones, la habilidad de organización, la capacidad de análisis y resolución de problemas, la habilidad de comunicación tanto oral como escrita y el trabajo en equipo. Así mismo, se ha elegido el módulo de Atención psicosocial por varios aspectos. En primer lugar, porque el estudio de la persona en su conjunto, como un ser biopsicosocial, es complejo y, en segundo lugar, porque en sanidad se trabaja con personas, que además pueden estar con casi total probabilidad en una situación de vulnerabilidad o fragilidad o un momento difícil tras un diagnóstico o futuro incierto. Este informe que se presenta a continuación pretende diseñar una propuesta de intervención mediante el empleo del estudio de casos y el aprendizaje cooperativo para enseñar atención psicosocial a los alumnos de segundo curso del Grado Superior de Documentación y Administración Sanitaria. Para ello, se ha realizado en primer lugar una búsqueda bibliográfica y un análisis de los conceptos más relevantes. Este diseño pretende integrar estas metodologías menos utilizadas o más novedosas, con la intención de que sirva para toda la comunidad educativa, siempre en busca del objetivo del proceso de enseñanza-aprendizaje, lograr en el alumno el máximo grado de motivación y consecución de aprendizaje significativo.

[EN] For some time, it has been considered the need to approach the educational experience to the student sociocultural reality in the context of a classroom in Higher Education. This need is even more evident in the context of international exchange programs, in which the main objective is precisely to provide a space for mutual enrichment between the student's culture of origin and the host culture. In this sense, the “Grup d’Acompanyament Lingüístic” (GRUPal) works to promote the intercultural dialogue that inevitably and spontaneously takes place in and outside the classroom. The purpose of this paper is to present a didactic intervention based on inclusion and cooperative exchange as ways of bringing cultures together by reflecting on the euphemistic component of language and its politically correct dimension., [ES] De un tiempo a esta parte se viene considerando la necesidad de acercar la experiencia educativa a la realidad sociocultural del estudiante en el contexto del aula de Educación Superior. Esta necesidad se hace más evidente en el marco de los programas internacionales de intercambio, cuya razón de ser reside, precisamente, en conformarse como un espacio de enriquecimiento mutuo entre la cultura de origen del estudiante y la cultura que lo acoge. En este sentido, desde GRUPal (Grup d’Acompanyament Lingüístic) se trabaja para propiciar ese diálogo intercultural que, de forma inevitable y espontánea, se produce en el aula y fuera de ella. El propósito de esta comunicación es el de presentar una intervención didáctica basada en la inclusión y en el intercambio cooperativo como formas de aproximar culturas a partir de la reflexión sobre el componente eufemístico del lenguaje y de su dimensión políticamente correcta., Proyecto de Innovación Educativa con referencia UV-SFPIE_PID20-1353392, concedido por el Vicerectorat d’Ocupació i Programes Formatius de la Universitat de València.