SEAD - Especialização em Metodologias Ativas de Ensino Aprendizagem

URI Permanente desta comunidadehttps://repositorio.univasf.edu.br/handle/123456789/176

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Navegando SEAD - Especialização em Metodologias Ativas de Ensino Aprendizagem por Assunto "active methodologies"

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    Aplicabilidades das metodologias ativas no ensino fundamental I: um relato de experiência
    (UNIVERSIDADE FEDERAL DO VALE DO SÃO FRANCISCO, 2024-01-24) Cirilo, Carline Severo Andrade; Almeida, Debora Cristina Gomes de; Moreno, Thiago de Azevedo; Silva, Adriana Moreno Costa
    Contemporary society has increasingly demanded training from subjects aligned with their multiple demands, in a scenario whose political, economic, technological, scientific and environmental changes are characterized by their accelerated fluidity. In this scenario, the school plays a crucial role in the education of the individuals immersed in it, capable of acting as protagonists and transformers of realities. In this sense, our research aimed to report experiences carried out with Elementary School I classes, obtained through the use of Active Methodologies as an innovative practice, using the licuri fruit, a native plant of the caatinga, inserted in the students' reality as a topic of discussion. The use of the Flipped Classroom and the Reflective Portfolio were intertwined and, through the application of these methodologies and, based on observations and records, data was collected. The results show that the adoption of these methodologies contribute greatly to the autonomous and reflective learning of students, in addition to requiring consistent planning from the teacher, respecting the context of the subjects involved and constant reflective practices to overcome challenges and achieve the proposed objectives.
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    Mapas conceituais enquanto ferramenta de ensino
    (Universidade Federal do Vale do São Francisco, 2024-01-20) Nogueira, Dialles; Ribeiro, Marcelo; https://orcid.org/0000-0003-1196-7383; 8566377803271737; https://orcid.org/0000-0002-5708-1900; http://lattes.cnpq.br/7451160611438346
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    Sala de aula invertida nos itinerários formativos: potencializando o aprofundamento em matemática no contexto do novo ensino médio
    (Universidade Federal do Vale do São Francisco, 2024-01-29) Gomes, Tayná dos Santos; Santos, Wendrix Spinola; Duarte, Francisco Ricardo; https://orcid.org/0000-0002-9102-8273; http://lattes.cnpq.br/1491869394270803; http://lattes.cnpq.br/2845057512156106; http://lattes.cnpq.br/2072307904520445
    This research explores the convergence between the Flipped Classroom Active Methodology, based on the theories of Bergmann and Sams, and the Constructivist perspective of Piaget and Vygotsky, aiming to investigate the promotion of meaningful learning in Mathematics. The methodology adopted comprises a bibliographical approach, delving into works by renowned theorists, and exploratory research, analyzing the interaction between the Inverted Active Classroom Methodology and Constructivism. The results of implementing the Flipped Classroom in Mathematics Training Itineraries over two years reveal a significant change in student attitudes, demonstrating an increase in autonomy, involvement and significant understanding of the content. The experience report highlights the effectiveness of integrating the Flipped Classroom and Constructivism in promoting a more relevant and preparatory education for future challenges. The implications of this methodological fusion go beyond the classroom, shaping essential skills in students and contributing to the formation of conscious and adaptable citizens. In summary, the research provides valuable insights for contemporary pedagogical practice, emphasizing the importance of innovation and constant adaptation to achieve a more meaningful and impactful education.
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    Uso da metodologia osce invertido como instrumento de ensino e aprendizagem no curso de medicina da univasf: um relato de experiência
    (Universidade Federal do Vale do São Francisco, 2024-01-11) Araújo, Franklin Jr; Barreto, Raphaela; https://orcid.org/0000-0001-7195-9858; http://lattes.cnpq.br/4617213714835536; https://orcid.org/0009-0009-3075-8414; http://lattes.cnpq.br/4910668880508663
    The Medicine course at the Federal University of Vale do São Francisco (UNIVASF), Paulo Afonso campus, adopts active teaching and learning methodologies in its pedagogical project. For the evaluation of the competencies, skills and attitudes to be acquired by students throughout his academic training uses the OSCE (Objective Structured Clinical Examination) methodology. The OSCE, made up of stations set up in simulation laboratories, is a structured assessment instrument, like a checklist of tasks for students' medical skills and ability to “know how to demonstrate”. Based on experiences in the Skills and Attitudes axis it was found that students, especially after the Covid-19 pandemic, when undergoing the assessment process through the OSCE methodology, presented a significant level of stress and anxiety, compromising their mental health. The objective of this study was to report an experience with the OSCE, in the inverted format, as an intervention proposal with the aim of positively modifying the teaching and learning environment. The method used to validate the methodology was feedback, in person and online, carried out at the end of the activity, through which the teacher highlighted the positive points, presented the aspects to be improved and conveyed words of encouragement. The students, using Google Forms, recorded their perception about the activity, giving their opinion on the teaching performance, recognizing the viability of the adapted method and its positive impact on academic performance and students' psycho-emotional health.