The collective construction of knowledge occurs by the convergence of ideas and semantic. This paper was made for a graduation discipline, in 2009-2, with 240 students who were separated into 4 groups: morning period (M1,M2) and night period (N1,N2). This study aims the collective construction of a abstract-manual of clinical biochemistry tests, due the difficulty in comprehension of certain concepts by the students; it intends to help them in the process of knowledge acquirement. The constructivist approach was adopted and the matters of the discipline were available in a "Student Group e-mail account", a functional communication tool. The instructions were reachable on the web. M1,M2 and N1 made one part of the study at the first period. N2 did not conclude the study at the same time period of the other groups; therefore they received a new responsibility: they were supposed to conclude and correct the manual and its application which included 90 different kinds of labor exams. A textbook has been defined containing illustrative pictures of blood collection and biosecurity. Three banners were exposed inside the hall of the institution. Collective work is important for the effective arrangement in health area. In the process of teaching/learning, the teacher must proceed on practices and methodologies aiming the development of the student competences and skills which represent its professional identity.
Education in the current times concerns to the intellectual autonomy, the capacity of decision and the possibilities of the student in making the difference. This work arose due to multi-transdisciplinary perception of an educator's team from UFPE and UFRJ, to whom scientific research means intentional intellectual activity to attend human needs. As an answer to teacher's questions about student difficulties of learning scientific methodology, it was included a ludic activity into classroom of high school, graduation and postgraduate levels. First of all a CD-ROM entitled: "O Método Científico: Uma Leitura Virtual" was made with adobe flash program and it was used as neurodidactic strategy (auditory and visual stimulus). After thirty minutes of ludic activities, discussions about importance and utility of scientific method took place, and the Science and the Technology as subjects matters arose. So, a democratic and interfacial environment was produced. As a result of using this didactic activity it was stimulated curiosity, awakened up attention, developed specific abilities of observation, eased association of ideas and improved capacity of analysis and synthesis in all the groups. Ludic activities in education create possibilities of sociability ( such as consolidation of student's individuality), and also stimulate the interest in the Sciences. In this way, for the development of educational projects focused on paradigms changes that lead to the rise of a new didactic culture, the use of diverse interfacial resources becomes necessary.
LIKAThis study has arisen from the experience in the discipline "Estágio Curricular" from Biomedicine, Pharmacy and Laboratory Technique courses in ULAB/HC/UFPE. The goal of this study was to use a semi-present environment (50 hours) to the qualification of the incoming students in 2011-1. Conventional classes were given through present approaches (theoretical-practical classes) and the students were inscribed and trained in the virtual environment to accomplish the distant learning course: "Capacitação dos Estagiários da ULAB em Biossegurança e Coleta", in which classes, debates, links, scientific studies, tests and videoconferences were available. The presence phase was evaluated by the attendance (assiduity 98%), while the online phase was the result of the access reports (6,221), the progress of the exercises (95%), and the final evaluations grades available in the system (8.2). Theoretical-practical classes have provided interaction between content/teacher/student. Didactical model, quality contents and multidisciplinary present approach remarkably contribute to diminish difficulties in using the tools and applications: 80% of students have never taken a distant learning course before; 23% haven't had a computer; 95% have declared that presential training helped them to conclude the course and 100% have stated non-restricted contents available online have facilitated their access. Current challenges in education is to conciliate technology and learning in favor of ensuring that the students take advantage on their potentialities.
Integration between digital technology and telecommunication resources present multiple possibilities regarding access to education, among them, the long distance learning process. The purpose of this work is to offer a long distance extra curricular course for health care students and professionals, intending to contribute with their continued education. The online course (180h) was available on the webpage www.ead.ufpe.biz in a LMS platform (Learning Management System), in which 35 students from all over Brazil and 07 tutors (UFPE) subscribed. The subscribers had access to: web classrooms (12) with presentations/notes (62); exercises (15); forums (27); technical dictionaries (119); scientific articles (70); theses e dissertations (04); web search links (50); email (30); clipboards (28); chats (01); exams (01). The number of accesses to the online content by the students ( 17.795) and the tutors (3.842) showed great participation on the online environment. Online classrooms were greatly accessed (3.335) and the forum demonstrated has been the best interaction tool (5.188). The asynchronous communication (email and forum) seemed more efficient than the synchronous (chat) one. Everyone performed the proposed activities between 07/25/08 and 02/05/09. The platform used was efficient in the online long distance extra curricular course in clinical biochemistry, with satisfactory didactic planning and selection of the contents which were properly related to the professional competences to be acquired by the subscribers.
Nowadays the educator must focus not only on acquiring cognitive knowledge, but also on other matters and competences (social, political, instrumental ones). This work took place in a private college in Recife and was had as objective to verify the efficiency of the application of news didactic strategies in graduation classes. This study comprised students subscribed in Medical technology (B) and Pharmacy (F)/2008. Students were separated in groups regarding their college period and course (B 1 , B 2 , F 1 , F 2). The class, divided in two stages, used different didactic strategies to explain its contents: 1st unit: besides the conventional approaches (explanatory class, exercises and laboratory classes), new educative activities were included (research practice in the library and problem solving classes in the laboratory); 2nd unit: conventional approach alone. In the end of each unit, students were evaluated with a theoretical exam (with objective and subjective questions). It was shown that the arithmetic means of the grades obtained by the 1st unit students (B 1 =9,1; B 2 =8,8; F 1 =9,7; F 2 =9,5) were greater, in comparison with the 2nd unit ones (B 1 =7,3; B 2 =7,6; F 1 =7,6; F 2 =8,0). The research and the problem solving classes created multiple interactions opportunities among the group subjects, which may have influenced the results. The total of subjects of each group (B 1 =60; B 2 =34; F 1 =50; F 2 =35) has also been evaluated, and it was seen that there was no influence of such matter on the obtained results. Therefore, it may be concluded that, the work towards the whole development of the human being demands new didactic approaches and diversification of educational activities.
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