O ensino de temas sócio-ambientais nas universidades brasileiras: uma amostra comentada de programas de disciplinas

Drummond, José Augusto; Barros, Luzimar Ramos

doi:10.1590/s1414-753x2000000100013

Cited by 4 publications

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“…These attempts contrast to the 223 predominance of traditional "sage on a stage" mode of lecturing in Brazilian 224 universities, in all fields of knowledge, including both STEM (Science, Technology, 225 Engineering and Mathematics) and human sciences (Arts, Philosophy, Architecture, 226 among others) [44]. Specifically within environmental courses in Brazilian universities, 227 active learning is restricted most often to separate presentations done by the students 228 (called "seminars"), scattered within predominantly traditional lectures presented by 229 the teachers [45], thus, comparatively much less active learning than implemented here. 230 Extra-class group task 231 In this active learning task, that was carried out along the whole academic semester, the 232 students had to work in groups of up to five members, organized by themselves, to 233 produce a presentation to their classmates at the end of the semester.…”

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Effectiveness of active learning for ecology teaching: the perspective of students vs their grades

Sperber

Szinwelski

Ferreira

et al. 2020

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We evaluated the effectiveness of active learning for ecology teaching in a Brazilian university by comparing the perspective of students to their grades in exams. We estimated the perspective of the students through anonymous survey; we used students' exam grades to estimate their ecology learning, and their effort and performance in the active learning tasks through their grades and proportion of intermediate steps for each active learning task. Active learning involved teachers' stimuli for students' active involvement, extra-class group task, individual online writing assessments, redoing exam in pairs, and classroom writing group assessments. We also evaluated the impact, unto the effectiveness of active learning, of several student characteristics, such as sex, age, individual study effort, and previous basic knowledge. We found that self-evaluated March 26, 2020 1/31 learning increased linearly with teachers' attempts to stimulate students' active involvement (P = 0.0003), extra-class group task (P = 0.0003), and previous basic knowledge (P = 0.02), while students' grades increased asymptotically with extra-class group task (P < 2 −16 ), and increased linearly with online writing assessments (P = 9.3 −8 ) and classroom-based writing group assessments (P = 0.03). Our results showed that students perceive most part of the effectiveness of active-learning tasks and of teachers' efforts. We showed that active learning tasks are complementary, so we recommend that teachers in both college and high school should implement simultaneous active-learning tasks, that include extra-class work in group, individual and group writing assessments, and should stimulate students' engagement through respectful and non-authoritarian behavior of the teacher. Our results also showed that previous basic knowledge also plays a central role in driving effective learning, evidencing the importance of students instruction outside college. The applied teaching methodology is cheap and feasible for large classes. In these times of rising intolerance, prejudice, dismiss of environmental issues and disregard of science itself, we need an effective, pluralistic, respectful, and student-centred education, that fosters critical thinking, tolerance and respect for differing points of view. We feel that our results suggest that active learning can be an especially useful model for teaching science in a post-colonial rising education system. Introduction 1Ecology is integral to curricula in several undergraduate programs, ranging from 2 biologically centered programs like biological sciences and applied biology subjects (e.g. 3 agronomy), to programs such as civil and electrical engineering. Within Brazilian higher 4 education, ecology sits at a critical place for a country with a rising economy and an 5 unique ecosystem of world resources. Motivated by an urge to foster effective learning 6 and critical thinking, in the year 2000 the ecology teachers 1 at the Federal University 7 of Viçosa's General Biology Department introduced weekly class...

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confidence: 99%

Effectiveness of active learning for ecology teaching: the perspective of students vs their grades

Sperber

Szinwelski

Ferreira

et al. 2020

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The Trajectory of the Study of International Environmental Politics

Stevis¹

2006

Palgrave Advances in International Environmental Politics

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Trajetórias e perspectivas da interdisciplinaridade ambiental na pós-graduação brasileira

Rocha

2003

Ambient. soc.

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O texto resume as principais questões e conclusões alcançadas na minha tese de doutoramento junto ao Curso de Pós-Graduação em Desenvolvimento, Agricultura e Sociedade - CPDA da UFRRJ. A discussão em torno da interdisciplinaridade ambiental vem crescendo nos últimos anos, tendo sido os anos 1970 e 1980 férteis o suficiente para possibilitar, nos 1990, a construção de uma Educação Ambiental ao nível da especialização profissional. A inserção da temática ambiental no meio acadêmico se fez gradativamente e, embora com muitos obstáculos, tem demonstrado um viés inovador e desafiante de administradores, docentes e discentes tendo em vista a estrutura fragmentada das universidades tradicionais. O exame do estado da arte das Ciências Ambientais possibilitou discernir, para além da compartimentalização e da departamentalização, as principais queixas, dúvidas, caminhos, soluções e espaços que conduziram à elaboração de um campo integrador do fazer científico, reunindo ensino, pesquisa e extensão. O processo de institucionalização exemplificado nos quatro programas brasileiros de pós-graduação estudados permite revelar o quanto se tem progredido no diálogo entre autores/atores das mais diversas origens acadêmicas, promovendo uma interfecundação de grande interesse profissional para os participantes e para o desenvolvimento de uma sociedade sustentável, confirmando até certo ponto a construção de um paradigma para além do reducionismo epistemológico.

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O ensino de temas sócio-ambientais nas universidades brasileiras: uma amostra comentada de programas de disciplinas

Cited by 4 publications

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Effectiveness of active learning for ecology teaching: the perspective of students vs their grades

Effectiveness of active learning for ecology teaching: the perspective of students vs their grades

The Trajectory of the Study of International Environmental Politics

Trajetórias e perspectivas da interdisciplinaridade ambiental na pós-graduação brasileira

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