Navegando por Assunto "Aprendizagem ativa"

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Aprendizagem imersiva: como os ambientes de simulação gráfica ajudam os estudantes a aprender usando programação
(Centro Universitário do Estado do Pará, 2023-12-04) Oliveira, Abimael Ferreira de; Gomes, Vitor Hugo Freitas; http://lattes.cnpq.br/5218954387107307; Elgrably, Isaac Souza; http://lattes.cnpq.br/7590598824563858; Nascimento, Polyana Santos Fonseca; http://lattes.cnpq.br/6889523334917369
This article presents a literature review on the use of immersive learning environments and graphical simulation in teaching programming, where the advantages and challenges of these environments were discussed, highlighting the importance of evaluating the effectiveness of these tools and developing more sophisticated and adaptive tools. Furthermore, we will present examples of graphical simulation tools that can be used in teaching programming, such as Scratch, Algodoo and Geogebra, etc. In which the functionalities and areas of application of these tools will be addressed, which range from visual environments to game-based environments. Finally, we will conclude that immersive learning and graphical simulation are promising tools for teaching programming, but that there are still There are many challenges to be overcome for them to be widely adopted.
O uso da metodologia da problematização na percepção do aluno de medicina: uma revisão integrativa
(Centro Universitário do Estado do Pará, 2022) Romeiro, Janaína Cunha; Matos, Haroldo José de; http://lattes.cnpq.br/9830983900880582; Malcher, Claudia Marques Santa Rosa; http://lattes.cnpq.br/0612844018713526; Paes, Andréa Luzia Vaz; http://lattes.cnpq.br/4364540186589331; Vasconcelos, Sinaida Maria; http://lattes.cnpq.br/4767038085471534
Since new National Curriculum Guidelines have been introduced in the Medical Course in 2014, the Pedagogical Project has inserted medical students in the core of the teachinglearning process and the professor as a mediator in this process. The Medical under graduation Course then has the population health needs as curricular center axis, and in this sense, methods promoting effective participation of medical students to achieve knowledge and meet social demands are used. Furthermore, forming professionals under innovative approach, comprising theory and practice and enabling significant change in reality has been such a challenge for education in post-modern societies. For this purpose, new problematizers for education in Health are used as reference, such as the Maguerez Arch problematizing method, promoting students’ social, ethical and political potential. These students are taken to deeply observe reality and identify concerning issues in a creative reflexive-active process, altering this reality. The aim of this study is to carry out a narrative review upon the students’ perception facing problematizing methods, by making up the following issue: How is the students’ perception concerning problematizing methods in the Medical course formed? What are the potential and weaknesses identified by them using this method? A search for published papers was carried out at Academic Google Search and Scielo, using the labels “problematizing in medical teaching”, “medicine students’ perception towards problematizing use”. The research was carried out from 1999 to 2021. Papers in Portuguese language have been selected – Studies under qualitative, quantitative or hybrid methods. It was observed that the majority of students valued the use of the problematizing method and noticed the observation of reality and other stages of the Maquerez Arch enabled meaningful learning, as might as well a change for better performance scenarios. Some aspects have been pointed out as weaknesses in the method application: lack of preparation by the teaching staff in mediating the teaching-learning process, lack of professional valorization, structural differences and epidemiologic conditions differing from one community to another where the groups of students were acting in diverse scenarios.