Navegando por Assunto "Higher education"

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    Aprendizagem baseada em problema no ensino da medicina veterinária: uma revisão de literatura
    (Universidade Federal do Vale do São Francisco, 2024-01-22) Melo, Carlos Henrique Sousa de; Takenami, Iukary Oliveira
    Workplace demands are constantly evolving; however, the education system often struggles to keep up with this progress. In the professional landscape, there is a growing demand for individuals with problem-solving skills. Thus, there is a need to develop new teaching methodologies that encourage students to be motivated, show interest, and acquire the ability to face challenges. In this context, Problem-Based Learning (PBL) has emerged as an effective methodology to address these issues. Therefore, the aim of this study is to highlight how the implementation of PBL can add value and make a difference in the teaching of various areas of Veterinary Medicine. This review has the guiding question: "How can the use of Problem-Based Learning contribute to Veterinary Medicine education?" The databases used were Science Direct, MEDLINE/PubMed, and SciELO, and article selection was conducted using the Start software. The searches returned a total of 77 articles. The PBL method was recommended by all analyzed studies and proved effective in motivating students, developing various skills, and enabling student autonomy in knowledge construction. However, some limitations related to familiarity with the method were reported, reinforcing the need for exploration and improvement in non-traditional methodologies by education professionals, aiming for a transformation in the educational landscape.
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    Uso de metodologias ativas no processo de ensino aprendizagem em cursos de engenharia: revisão integrativa
    (Universidade Federal do Vale do São Francisco, 2024-01-31) Santana, Tamires Cordeiro; Souza, Thayssa Carvalho; Silva, Adriana Moreno Costa; http://lattes.cnpq.br/2774178793331631; Moreno, Thiago de Azevedo; http://lattes.cnpq.br/4905413810325333; http://lattes.cnpq.br/5879349527040555; http://lattes.cnpq.br/0371416357269710
    Active methodologies are teaching strategies that involve students in a participatory way, encouraging the active construction of knowledge. By adopting active approaches, educators can promote greater student engagement, encourage critical thinking, facilitate the practical application of knowledge, and promote interpersonal skills. Given the above, this article aims to investigate the use of active methodologies in engineering courses and their challenges during the implementation of the method. The phenomenon in question, that is, the adoption of active teaching methodologies, was analyzed due to the growing search for more effective and engaging pedagogical approaches in higher education, especially in fields as complex and practical as engineering courses. The integrative review examined and synthesized 15 articles that offered an analytical view of educational practices in engineering that incorporate active methodologies, highlighting the specific challenges that educators face when applying these teaching-learning methods. The results showed that the use of active methodologies in the engineering course presents specific challenges that require attention and adaptive strategies for effective implementation. One of the main challenges lies in the complexity of the technical content, characteristic of these disciplines. The theoretical and practical nature of engineering requires a pedagogical approach that integrates knowledge in an in-depth way, which can be challenging when employing active methodologies. The results of this study indicate that by recognizing and addressing the identified challenges, the university community can move towards more effective practices, preparing students not only with technical knowledge, but also with practical skills and an active and reflective approach to learning.