Navegando por Assunto "Ensino superior"

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A percepção de graduandos de medicina na utilização de imagens como recurso metodológico no processo de ensino-aprendizagem
(Centro Universitário do Estado do Pará, 2022) Albuquerque, Lucas Eduardo Carneiro; Kawachi, Yuji Reis; Magno, Ismaelino Mauro Nunes; http://lattes.cnpq.br/3841081216551678
Introduction: The teaching and learning process can happen in different ways, with education having a very important role in transforming society in a positive way. In addition, the objective of teaching is to achieve a good formation and qualification of the student, with the school being an aid in this development. The constant production of knowledge and the increasingly application of technology, makes there is an inherent need to search for methods and models that aim to ensure practical application, instigating the search for solutions. The use of material such as manuals, formulated in an objective, utilitarian way, with images and easy to understand, plays an important role in health education. In addition, the participatory approach used in the construction of the educational material allows identifying the needs of the target audience, as well as indicating the content of the materials corresponding to their own demands. Objectives: to evaluate the consolidation of knowledge built in different learning scenarios (tutoring, clinical and morphofunctional skills), using a picture book as a methodological resource. Methodology: the study carried out was of the descriptive type, in order to analyze the consolidation of knowledge through notebooks containing figures related to the contents worked in the tutorial sessions, in the Morphofunctional Laboratory and in Clinical Skills. Participating in the research were undergraduates of the Medicine course of the 8th semester of the University Center of the State of Pará (CESUPA). Results: the present study analyzed the consolidation of the knowledge built in the thematic modules (Tutoring, Morphofunctional Laboratory and Clinical Skills) from the answers given by 22 students. 21 questions were elaborated. In these questions the score varied between 47.2% (the lowest) and 95.2% (the highest), the academics had a mean of 80.5% and a standard deviation of 12.5%. The percentages of correct answers did not present a normal distribution, and the median is representative of the class = 85.7%. Conclusion: It was found that the use of images in the teaching-learning process can be an instrument for acquiring and fixing content. Its purpose is to strengthen, in an illustrative way and based on the current literature, the recommendations and possible innovations that will enable the ability to transform acquired knowledge into constructed knowledge.
Mapeamento das dificuldades discentes no ensino de programação do CESUPA
(Centro Universitário do Estado do Pará, 2022) Chaves, Marcelo Calandrini; Parente, Marcos Aguiar; Silva, Matheus Lopes da; Silva, Otávio Araújo; Nascimento, Polyana Santos Fonseca
This research surveys the experiences of students of the Computer Science course at CESUPA in programming disciplines. This article aimed to analyze the way in which active teaching methodologies in these disciplines are taught from the students' perception and to verify possible barriers in their application. For this, a form was developed and distributed to students of all semesters with questions related to their experiences in the programming disciplines taught from the first to the third period of the course. After analyzing the respondents, the most used methodologies in the disciplines were identified, those that were better or worse accepted by the students, in addition to the students' experiences in the disciplines. With this, patterns of answers were observed that demonstrate some difficulties faced by the students as well as possibilities to improve the students' experience, as was the case of the use of gamification, which, according to the studies carried out, is believed to have been a differential for the software programming discipline had a good experience index, different from what happened with object programming that had a significant number of negative answers in this regard. The realization of this research could verify that, according to the students' experiences, there are obstacles in programming learning and active methodologies can either contribute positively to the student's experience in their academic development or make it difficult.
Métodos ativos de ensino e aprendizagem e desenvolvimento docente em cursos de graduação na cidade de Belém
(Centro Universitário do Estado do Pará, 2019) Abreu, Clissia Renata Loureiro Croelhas; Dantas, Elza Ezilda Valente; http://lattes.cnpq.br/3951303999926297; Reis Junior, Leandro Passarinho; http://lattes.cnpq.br/8106073837131437; Carvalho, Ana Emília Vita; http://lattes.cnpq.br/1981562999898097; Matos, Haroldo José de; http://lattes.cnpq.br/9830983900880582; Teixeira, Renato da Costa; http://lattes.cnpq.br/3506765836592906; Barreto, Bruno Acatauassú Paes; http://lattes.cnpq.br/4741205865293040
Introduction: The innovative conception of education presupposes new pillars: learning to know learning to do, learning to live together, and learning to be, which have highlighted the need to reconstruct the relationship between teaching and discourse in the teaching-learning process creating a new environment for both teacher and student. Problems: The research was guided by the following epistemological questions: How do teachers perceive their professional development from the use of active methodologies in their teaching practice in higher education? How is the preparation of these teachers for the exercise of teaching in the perspective of the use of active learning methods? What challenges are encountered in the process of using MA's? How do these relate to your teaching development?How is the preparation of these teachers for the exercise of teaching in the perspective of the use of active learning methods? What challenges are encountered in the process of using MA's? How do these relate to your teaching development? Objectives: To analyze the use of active methodologies and their effects on the development of higher education teachers by proposing a technical note. Identify how teachers plan to perform teaching activities in courses that use Active Methods. Identify which formative practices contribute to their development as a teacher. Map the potentialities and weaknesses faced by teachers in the development of learning from Active Methods. Verify the challenges faced by teachers in working with active methodologies. methodological approach: qualitative research and was supported epistemic use of bibliographic research, document and data collection with the application of mixed questionnaire to participants. Results: The first results indicate the prospect that working with active methods of teaching epistemology imply a review. The definition by the active method teachers was represented by the following keywords: Protagonism 38.89%, innovative 27.78%, Challenger 11, 11%, Effective 11.11%, paradigm shift 5.55% and knowledge building 5 , 55%. The most used methodologies TBL 77.8% reported using this methodology, 72.2% use PBL, 66.7%, seminar 38.9%, Integrated Panel 33.3%, Gamification 16.7, PJBL, 11.1 % Peer Instruction 11.11%, GVGO, 11.1%. As for the potentiality of the active methods, these were highlighted as follows: 33.33% “for stimulating critical awareness and creativity”, 27.77% “for gradual development, 27.77% allows student autonomy, 5, 55% the maturation of the students. The favoring of teacher development with active methodologies was referenced as follows: Dynamic 5.55%, Process under construction 33.33%, Active methodologies stimulate teacher updating and improvement 33.33%, Challenging and motivating 16.66%. Conclusion: It was understood, therefore, that the active methods allow and challenge teachers to a continuous and permanent (self) formative process whether it is captured by the institution, as well as by the desire for teacher self-learning.
Percepção do estudante de medicina acerca do apoio familiar durante a graduação
(Centro Universitário do Estado do Pará, 2021) Santiago, Gabriel Rodrigues; Coelho, Isabela Freitas; Del Nero, Luciana Brandão Carreira; http://lattes.cnpq.br/5056614008350803
Introduction: Learning is the result of various stimuli and intrinsic and extrinsic variables, leading to development in both interpersonal and academic environments. In the academic one, family support on choices and paths to be taken by students is a major determinant for their mental health, especially during the current global trend of increased information flows and unachievable charges. Therefore, it is expected that satisfactory parental bonds will positively influence the academic population, their selfesteem, and their biopsychosocial well-being. Objectives: To describe the perception of medical students about their family support during graduation. Methods: Crosssectional, observational, descriptive study using quantitative data. Results: The majority of sample were female students (61.6%), with age raging between 18-20 years (70%), mostly attending the first year of the course. Data suggest present and active family nuclei in the students' daily life, corresponding to low levels of parental rejection in students with low self-esteem (63.3% scored low self-esteem and low paternal rejection while 61.7% scored low self-esteem and low maternal rejection). Most of the students rated their self-esteem as low (61.6%). Conclusions: Although data showed most of families as present and active during graduation, low levels of self-esteem suggest that other variants may compromise the mental health of the researched students, who mostly scored the perception of family support during graduation as satisfactory.