SEAD - Secretaria de Educação a Distância

URI Permanente desta comunidadehttps://repositorio.univasf.edu.br/handle/123456789/169

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Navegando SEAD - Secretaria de Educação a Distância por Assunto "Active Methodologies"

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    Aprendizagem baseada em problemas (PBL) no ensino de ciências e biologia na educação básica: uma revisão sistemática com base na análise de dissertações e teses brasileiras
    (UNIVERSIDADE FEDERAL DO VALE DO SÃO FRANCISCO, 2024-01-25) Santos, Elaine Fernanda dos; Martins, Erikson de Carvalho; http://lattes.cnpq.br/0733927428755194; https://orcid.org/0000-0003-4242-2431; http://lattes.cnpq.br/8499882428670494
    Science and Biology teaching has transformed in recent years, and demands of today's teaching and learning process have highlighted the importance of innovative strategies, approaches and methodologies. A Problem-based learning (PBL) is an active methodology that comes being used and studied by many researchers. Therefore, the objective general purpose of this study is to characterize research on Learning Based Problems (PBL) in the teaching of Science and Biology in basic education, within the scope of dissertation and theses research in the Brazilian context. Methodologically, we used a systematic literature review, following the PRISMA protocol. We found 17 dissertations that address the topic in the area. Based on In our analyses, we outline a general characterization of the studies, identifying that there are regions in evidence in the production of work in the area, with highlighting the Southeast region. Different theoretical-methodological perspectives were observed in discussions about PBL, in addition to the models used and adapted by the authors to meet the demands of the public in question. A combination of different strategies with PBL was another highlighted element by our analysis. Therefore, it is considered that other paths need to be explored in proposing new studies to disseminate and expand the potential of using PBL in teaching Science and Biology in education basic.
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    Desafios de aplicação da metodologia sala de aula invertida e perspectivas que facilitam a implementação
    (Universidade Federal do Vale do São Francisco, 2024-01-10) Pereira, Maria Vanuza; Silva, Fabrício Carvalho da; http://lattes.cnpq.br/2850456934861292
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    Gamificação como estratégia de engajamento: propostas e experiências metodológicas com crianças
    (Universidade Federal do Vale do São Francisco, 2024-01-13) Silva, Gessiane da; Lima Neto, João Carlos de
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    Metodologias ativas aplicadas à formação docente: um estudo teórico
    (UNIVERSIDADE FEDERAL DO VALE DO SÃO FRANCISCO, 2024-01-27) Souza, Jorge; Espíndula, Daniel; https://orcid.org/0000-0003-1912-1171; http://lattes.cnpq.br/7007891373244427; http://orcid.org/0000-0003-3359-0783; http://lattes.cnpq.br/9074241885932743
    This article proposes a discussion on ongoing teacher education, highlighting the use and mobilization of Active Methodologies as a central element in this process. The adopted approach involves a theoretical analysis of these methodologies, with an emphasis on their application to the continued education of teachers, based on academic works that link these two themes. The main scope of the research is focused on the effects of these changes on the professional practice of teachers. The study reinforces the importance and protagonism of the teacher's role in the teaching-learning process. However, there is an evident need to reassess this role, moving away from the subjectification as "banking educators" and, instead, affirming the need for a transition to a role as mediators and facilitators in the process of constructing school knowledge.
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    Metodologias ativas no processo de ensino - aprendizagem no ensino fundamental i (anos iniciais)
    (UNIVERSIDADE FEDERAL DO VALE DO SÃO FRANCISCO, 2024-01-18) Rodrigues, Nájila Roberta dos Santos; Barreto, Ivan Martins; http://lattes.cnpq.br/2123763139163964; http://lattes.cnpq.br/9345440399789682
    Active methodologies gained prominence in the educational sphere and brought transformations to the role of the teacher in the classroom, as the student became the builder of their own knowledge. Therefore, this work aimed to analyze the contributions of applying active methodologies in the teaching and learning process in the early years of elementary school. The study focused on understanding the teacher as a mediator and the possible active methodologies used in the learning process. Based on the qualitative method, using a bibliographical approach, followed by the analysis of data found on the topic. Some authors researched on the topic were: Berbel (2011), Freire (2000), Moran (2008), Moreira (2012), Rego (2011), Souza (2003), among others who contributed to the construction of the article. Therefore, it is concluded that active methodologies properly worked on in elementary education I contribute significantly to student learning, and the need for planning by the teacher who has come to be identified as a mediator in the teaching and learning process, since, the student is the protagonist in the production of knowledge.