SEAD - Esp. em Metodologias Ativas de Ensino Aprendizagem - TCC Especialização
URI Permanente para esta coleçãohttps://repositorio.univasf.edu.br/handle/123456789/866
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Navegando SEAD - Esp. em Metodologias Ativas de Ensino Aprendizagem - TCC Especialização por Assunto "Aprendizagem Baseada em Problemas"
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Item 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/8499882428670494Science 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.Item Aprendizagem baseada em problemas na educação ambiental: contribuições para o ensino fundamental(UNIVERSIDADE FEDERAL DO VALE DO SÃO FRANCISCO, 2024-01-11) Santos, Debora; Palácio, Maria; https://orcid.org/0000-0002-6788-4088?lang=pt; https://lattes.cnpq.br/5532439355275679Technology and urban growth increase the volume and production of waste and therefore have contributed to the emergence of environmental problems. The proposal for environmental education in schools can promote changes in attitudes that encourage environmental preservation. To this end, one of the ways is to develop pedagogical actions based on the perspective of critical and emancipatory Environmental Education (EE). Thus, this study aims to understand the contributions of PBL in the teaching-learning process inEE in elementary school. This is an integrative review of the literature carried out in October 2023, in the databases and virtual libraries: SciELO, Periódicos CAPES, VHL Saúde and Google Scholar. The inclusion criteria were articles available free of charge, in the last five years (2019-2023). From data analysis it was possible to identify: ABP enabled students to participate in debates, workshops and solve problems such as, for example, water waste, drought and deforestation that occurred in the region, that is, they carried out the distribution and planting of seedlings of native species. Furthermore, they realized, from a geographic perspective, that plants have a direct connection with water production, in general. Furthermore, few publications were observed using the ABP method from an EA perspective. Therefore, it was possible to conclude that ABP is an effective and efficient strategy from an EA perspective. The potential of these two theoretical-methodological perspectives therefore encourages the development of practical activities aimed at training more participatory, engaged, and autonomous individuals to intervene in real situations in the environment.Item Metodologia da problematização com o Arco de Maguerez: aplicação no processo de ensino-aprendizagem no curso de enfermagem(Universidade Federal do Vale do São Francisco, 2024-01-12) Barbosa, Kalliny Mirella Gonçalves; Vieira, Michelle Christini Araujo; http://lattes.cnpq.br/8442673390360375Higher education in the health area requires approaches aimed at reality and the contexts in which future professionals will be inserted, requiring changes in the teaching-learning process in order to embrace new pedagogical trends that are guided by the training of a critical professional -reflective. The use of active methods, such as the problematization methodology with the Maguerez Arc, is considered a unique strategy for effective learning based on observation of reality, scientific basis and elaboration of solution hypotheses to apply to the context in which the problems were identified. This is an experience report that aimed to present the contributions of the Maguerez arc in the training of nursing graduates based on the reflection of the problems identified during their experience as users of the Unified Health System. The proposal emerged from the discipline entitled “ Management of Health Systems and Services” offered by Faculdade Uninassau de Petrolina - PE, in the period between May and June 2023. The experience based on the pedagogical proposal of the five stages of the Maguerez arc, resulted in the realistic presentation of different hypotheses of solution developed to improve the practices of nursing teams at different levels of care in the Unified Health System. Given the above, it is understood that the application of the Maguerez arc in nursing graduation is a significant methodology for academics' learning from of theoretical-practical association, enabling the expansion of their understanding of active methodologies, considering the impacts of immersion in experience for the improvement of future health professionals.