O uso de metodologias ativas de ensino-aprendizagem em pediatria: uma revisão narrativa

Faria, Bárbara Caroline Dias; Amaral, Clésio Gontijo do

doi:10.1590/1981-5271v45.2-20200482

Cited by 6 publications

(6 citation statements)

References 20 publications

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“…In recent years, active methodologies have captured the attention of many researchers and adopted an exponential growth evolution [4]. In addition, multiple benefits are confirmed, in its implementation, not only in face-to-face education and in different areas of knowledge and educational stages [5][6][7][8][9] but also in non-attendance [10]. Among the so-called active methodologies is gamification, in addition to Inverted Learning, Project-Based Learning and Game-Based Learning, among others.…”

Section: Introductionmentioning

confidence: 99%

Gamification in Physical Education: A Systematic Review

et al. 2022

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Background: In the last 10 years, gamification has entered the educational field incrementally. The subject of Physical Education has been one of the scenarios where multiple gamified learning environments were carried out. The objective of this work was to evaluate and analyze the scientific evidence of the pedagogical proposals and didactic experiences that have used gamification in the Physical Education classroom in Kindergarten, Elementary School and Middle, Junior and High School. Methods: A systematic review has been carried out following the recommendations set by the PRISMA Declaration. A total of five international databases were used: Web of Science (WoS), Scopus, Sport Discus, ERIC and Psycinfo. The descriptors “gamification”, “gamify” and “Physical Education” were used, limiting the search to December 2021. Several inclusion and exclusion criteria have been established, selecting only empirical research articles. Results: The search yielded a total of 177 eligible articles, and finally, 17 scientific articles that addressed the effects of gamification in Physical Education were selected. No gamified didactic experiences have been found in Early Childhood Education, but they have been found in Elementary School (7 experiences) and Middle, Junior and High School Education (10 experiences). Most of the studies have confirmed an improvement in motivation and commitment toward physical exercise in students; only one study has confirmed improvements in academic performance. The diversity of the applied protocols and the different evaluation instruments used by the researchers prevent a meta-analysis of the data. Some studies that have used a hybrid pedagogical model are recorded, combining gamification with other pedagogical models, and confirmed positive effects on different variables such as intrinsic motivation or autonomy in learning. Conclusion: The results of this review suggest the need to continue evaluating the effects of applying gamification, as an active methodology, in the Physical Education classroom.

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Section: Introductionmentioning

confidence: 99%

Gamification in Physical Education: A Systematic Review

et al. 2022

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“…In recent years, active methodologies have started to be used in medical graduation in specific specialties in teaching pediatrics 5 and also in continuing medical education, for different specialties, such as pediatricians 6. Both texts conclude that the use of active methodologies can also be good options in the training and education of specialists.…”

Section: Theoretical Foundationmentioning

confidence: 99%

Active Teaching Methodology and Promoting the Autonomy of Medical Students at Unisalesiano of Araçatuba – Sp

Silvino,

Peres,

Filho

2024

JHS

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In recent decades, the pedagogical area has experienced fundamental transformations aimed at adapting professional training to the contemporary world. The development of teachinglearning methodologies characterized by electing the student as the center of concerns and as the main and paradigmatic focus of this transformation is one of the main characteristics of this methodology. The transformation of the teacher, previously an indisputable authority, into an actor with a status similar to that of the student is a new reality still under construction. The results of a descriptive and exploratory investigation are presented, evaluating the potential regarding the process of building student autonomy in the graduation Medicine course at Unisalesiano de Araçatuba -SP. The main research instrument was a self-administered semi-structured questionnaire answered by students who completed two semesters using the active teaching and learning methodology adopted by the institution. The results obtained allow us to conclude that students are well receptive to the method and that the adopted model has potential to fully achieve the objectives of the active pursuit of student autonomy during graduation and, possibly, in future professional practice.

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“…Tais metodologias devem sempre ser utilizadas, principalmente as metodologias ativas, onde o discente é estimulado a desenvolver uma postura ativa em relação ao seu aprendizado numa situação prática de experiências, frente a situações desafiantes que o impulsiona a pesquisar e descobrir soluções aplicáveis à realidade (Cogo et al, 2011). D4: "a gravação das aulas de forma compreensível ao aluno, procurando atender a autonomia do mesmo em seu aprendizado longe do recurso da sala de aula junto ao professor foi desafiante" D5: "articulação com ferramentas online para estimular a participação dos alunos" Devido a dinâmica que a pandemia de COVID-19 proporcionou ao corpo docente das instituições de ensino superior, onde muitas vezes os papeis docente-discente se invertem com metodologias ativas, ao exigir do discente maior empenho para seu aprendizado ao realizar uma avaliação crítica e reflexiva acerca da temática estudada no qual estão inseridos e assim reforçando a curiosidade e a autonomia (Faria & Amaral, 2021).…”

Section: Categoria 2 -Métodos Utilizados Para Lecionar No Período Pan...unclassified

Desafios enfrentados por docentes de enfermagem no ensino na modalidade remota para graduandos na pandemia da COVID-19

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A pandemia da COVID-19 causou transtornos e desafios em níveis globais, e, nesse sentido, inclui-se para o ensino de modo geral. Os sistemas educacionais foram afetados em mais de 150 países, o que produziu o fechamento generalizado de instituições de ensino, como escolas, faculdades e universidades. Com isso, o ensino a distância precisou ser utilizado por docentes, com o objetivo de não estagnar o andamento do ano letivo. Objetivo: conhecer os problemas e dificuldades de docentes no ensino de enfermagem na modalidade remota para graduandos durante a Pandemia, bem como as estratégias para minimizar essas dificuldades. Método: estudo descritivo de abordagem qualitativa. A população-alvo foi composta por docentes da graduação de enfermagem de uma instituição de ensino Federal do estado do Rio de Janeiro, no período de março a novembro de 2020 e aprovado sob o número de parecer 4.617.874. A análise de conteúdo foi realizada em três fases, segundo a perspectiva de Bardin (2016). Resultado: a partir disso, emergiram duas categorias: Dificuldades para lecionar de forma remota no período pandêmico e Métodos utilizados para lecionar no período pandêmico, ao causar desafios tanto para docentes, quanto para discentes que tiveram que se readequar a nova realidade. Considerações Finais: o estudo contribuiu para o conhecimento mais claro e abrangente sobre o mundo acadêmico docente no período de Pandemia, ao abordar as dificuldades encontradas.

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O uso de metodologias ativas de ensino-aprendizagem em pediatria: uma revisão narrativa

Cited by 6 publications

References 20 publications

Gamification in Physical Education: A Systematic Review

Gamification in Physical Education: A Systematic Review

Active Teaching Methodology and Promoting the Autonomy of Medical Students at Unisalesiano of Araçatuba – Sp

Desafios enfrentados por docentes de enfermagem no ensino na modalidade remota para graduandos na pandemia da COVID-19

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