Introduction: introduction: Due to the constant evolution of technology and the easy access to information, it is prudent to pursue opportunities for new teaching-learning methodologies within the university. This study aimed to evaluate the results of the students' approval and achievement in a discipline of anatomy using active learning methodologies. Methods: anatomophysiology of Organic Systems classes from 2014, 2015, and 2016 have been analyzed to compare the final grades and the failure rate of the students after starting active learning methodologies. The students formed groups that received weekly sets of questions to be researched and discussed, according to the subjects presented in class. The weekly meetings were divided into four parts. In the first part, the groups would present for the class the assignments given to them in the previous week. In the second part, the teacher would lecture on a new subject, and then, in the third part, the students would be encouraged to pursue knowledge that is complementary to the subject discussed in this lecture, according to individual interest. Finally, new assignments were given to the groups. Results: the results showed that active learning methodologies decreased the failure rates by 15% and even increased the general averages of the students by 8%. Conclusion: the active learning methodologies approach can help in the learning process of human anatomy. However further studies and application by the teaching staff of higher education institutions are needed to validate the method.
IntrodutionPlayful activities contribute a lot in the learning process of children, and using this through pedagogic games can potentiate the exploring and the construction of knowledge, because allows children to identificate, group and combine information. Knowing this, one of the ways to promote the teaching of anatomy in basic education is through the use of educational games, therefore, making possible the improvement of the student's teaching‐learning process, in the school enviroment.ObjetiveEvaluate alternative anatomy teaching methods for basic education.MethodsStudents of Physical Education, in the discipline of anatomy of the organic systems, nervous system and skeletal muscle were instigated to, in small groups, criate informative games of anatomy, to certain age groups, thus reaching primary to high school. After, each group shoul aply their game in a class of a chosen age group, film and then, bring the experiences and dificulties in the execution to their classmates.ResultsWith the effort of the academics and the games quality, the sucess of the game's application was very significative, because it made possible to a large number of children (about one thousand) to experience the teaching of anatomy and provided its learning to all ages in basic learning. To provide this experience to the children was notable to the eyes of the academics of Physical Education and their professor. As consequence of this work, it was criated a place for the games of anatomy with more than 50 games, which have rules and instructions manual, and that today are available to all students and professors of the university that want to disseminate the learning of anatomy in the school enviroment, or simply play and learn about anatomy.ConclusionThe use of educational games while teaching anatomy can be a tool to awake the knowledge of the human body and facilitate this experience for students of schooling age. Having a educational toy library in the academic enviroment can easy the access to the playful teaching of anatomy, and demystify that this learning can only happen when using traditional methods, when it can be a lot more interesting for children and even adults.This abstract is from the Experimental Biology 2018 Meeting. There is no full text article associated with this abstract published in The FASEB Journal.
A pandemia causada pelo coronavírus ficará marcada na história. As medidas de saúde para conter seu avanço, orientadas pela OMS, foram drásticas, o que acarretou uma mudança nas relações entre as pessoas. Neste trabalho, objetivamos ouvir as narrativas das crianças de diferentes regiões do Brasil a respeito de suas experiências na e sobre a pandemia da Covid-19. Apoiados pelas contribuições dos estudos de Oliveira-Formosinho & Araújo (2008a); Oliveira-Formosinho & Araújo (2008b); Oliveira-Formosinho & Lino (2008) e Cruz (2008) a respeito da escuta das crianças, foi realizada entrevista com 17 crianças de 4 a 8 anos. A partir deste estudo, compreendemos que as crianças, além de perceberem a situacionalidade em que nos encontramos, apontam perspectivas a respeito de um possível tempo pós pandemia.
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