Projeto colaborativo em ambientes digitais de atividades de aprendizagem e avaliação para aquisição de competências em informação e documentação

The search for international impact and the need to create formal or informal networks of academic cooperation are some of the most common features of the current training offered by many universities. Aware of this difficulty and the desirability of creating synergies to enrich teaching and academic collaboration networks between universities, an experience is presented, in the context of the teaching of Information and Documentation, of inter-university collaboration for the joint design of learning activities and skills assessment, developed by teachers in the public universities of Zaragoza and Salamanca (Spain) and the São Paulo Universidade Estadual Paulista Júlio de Mesquita Filho (São Paulo, Brazil). The experience is developed using models that facilitate the structuring of learning activities aimed at the acquisition of common skills. Each activity that is proposed and developed is recorded in a spreadsheet which collects the information arranged in various fields such as: description, skills, objectives, expected learning outcomes, tools, required resources and materials, evaluation criteria, amongst others, so that the student can see what he is asked to do, how to do it and how useful it will be. This way of designing skills-based learning activities is possible, in geographically diverse academic settings through the use of Information Technology and Communication, enabling both remote cooperation between teachers and also materials offered on the platforms of each of the universities.

Retratos de uma sala de aula: projetos e resolução de problemas na matemática dos anos iniciais

Pós-graduação em Educação para a Ciência - FC

Education for Energy Efficiency through an Educational Game

This paper presents an assessment of an educational game for teaching the efficient use of electricity. Developed with Adobe Flash (R), it is a virtual board game where participants choose a car that starts the path and reaches the same final goal, going through a number of track steps defined in terms of a dice that each player rolls in turn. The car moves if the participant is able to correctly answer a question that is randomly generated by the software. The objective of the game is to answer questions related to energy efficiency promoting a healthy and attractive learning process for participants on concepts related to energy efficiency such as: the rational use of energy, the basic concepts of forms of energy generation, among others. The main objective of this paper is to assess the impact of the application of this virtual game in the teaching and learning process of high school students. Therefore, the game was applied in the discipline of physics in a class of junior high public school in the state of Sao Paulo. Initially, the class that had 43 students was divided into 10 groups of 4 students, and 1 group of 3 students. Each student group competed with one another. The idea was that each of them should indicate a student who was the representative of this group until only 4 group leaders were selected for the finals. At this stage, each student could interact with a group of up to ten students that acted as advisers. The adopted assessment process is based on the model proposed by Savi [7]. Then, at the end of the game, the students answered a prepared questionnaire based on the model proposed by Savi. According to Savi, although there are significant studies that show the importance of educational games for the process of cognitive development and learning concepts of students, there are few papers that present forms of assessing the potential of these resources. Thus, the assessment criteria proposed by Savi are based on the model of training evaluation by Kirkpatrick [3], taken as a reference to measure the efficiency of processes of continuing education courses for professionals. The authors assert that the metric of the evaluation proposed to assess the game is based on the first level of the model proposed by Kirkpatrick.

PARFOR e a formação inicial dos professores: um estudo sobre a confiança, as atitudes e as estratégias em relação à resolução de problemas

The mathematical problem solving is very important in the student's school career, leading him to develop his creativity and self-confidence. The way the teacher explains specific content may interfere in the student learning. Some researches show that the teacher trust and his problem solving rapport lead to a more satisfying job. This research focused on students of the course PARFOR at UNESP Bauru. This work was performed in order to investigate the affinity, trust and attitudes toward mathematical problem solving, the performance from who have positive and negative attitudes and the results that may be generated during class

Autoavaliação e avaliação entre pares no desenvolvimento de projetos orientados pela aprendizagem baseada em problemas: a percepção de estudantes universitários

The study takes as its object the evaluation process of a graduation discipline at the School of Arts, Sciences and Humanities, University of São Paulo (USP), developed through the methodology of Problem Based Learning (PBL). We consider three distinct and complementary aspects: procedural review (partial and final) student peer assessment and self-assessment. The sample consisted of 17 students from the undergraduate courses. Data collection occurred in two stages through questionnaires with open and closed questions. The qualitativeinterpretative analysis allowed two comparisons: cross (intra-step) and longitudinal (inter-steps). The results point to a trend of students evaluating objective aspects of the work as well as to overcome some difficulties in the development of the project.

O uso da aprendizagem baseada em problemas e a atuação docente

Recent national education policy documents have emphasized the importance of methodologies and problem-centered learning processes. The purpose of this article is to promote reflection on the problem-based learning (PBL) understood as a methodology that favors learning processes and the active role of students. PBL emerged in undergraduate medical and has been gaining ground not only in higher education but also in basic education. This conception of teaching-learning breaks with the traditional relationship teacher-student- knowledge, introducing new dynamics of relationships between subjects and those with knowledge. From this perspective the educational performance turns and brings new challenges to the teacher.

Os efeitos do Game Design no processo de criação de jogos digitais utilizados no ensino de Química e Ciências: o que devemos considerar?

Pós-graduação em Educação para a Ciência - FC

How to progress from discourse to practice? a new agenda for change in medical schools into the next decade

In the context of medical school instruction, the segmented approach of a focus on specialties and excessive use of technology seem to hamper the development of the professional-patient relationship and an understanding of the ethics of this relationship. The real world presents complexities that require multiple approaches. Engagement in the community where health competence is developed allows extending the usefulness of what is learned. Health services are spaces where the relationship between theory and practice in health care are real and where the social role of the university can be revealed. Yet some competencies are still lacking and may require an explicit agenda to enact. Ten topics are presented for focus here: environmental awareness, involvement of students in medical school, social networks, interprofessional learning, new technologies for the management of care, virtual reality, working with errors, training in management for results, concept of leadership, and internationalization of schools. Potential barriers to this agenda are an underinvestment in ambulatory care infrastructure and community-based health care facilities, as well as in information technology offered at these facilities; an inflexible departmental culture; and an environment centered on a discipline-based medical curriculum.

A reumatologia em um curso de medicina com aprendizagem baseada em problemas

OBJETIVO: Apresentar a experiência de uma instituição brasileira no ensino da Reumatologia na graduação médica, cujo projeto pedagógico é estruturado em metodologias ativas de aprendizado. MÉTODOS: Realizou-se um estudo descritivo, com abordagem qualitativa dos conteúdos referentes à Reumatologia no curso de Medicina do Centro Universitário do Estado do Pará (Cesupa). RESULTADOS: O sistema musculoesquelético é abordado no segundo e sétimo semestres, nos módulos referentes ao sistema locomotor e Clínica Médica II, respectivamente, sendo que cada etapa e cada atividade apresentam objetivos específicos mínimos. Além do conteúdo teórico, no sétimo semestre, os alunos realizam atendimentos no ambulatório de Reumatologia, quando existe maior ênfase na elaboração correta de anamnese e exame físico. No internato, os alunos retornam ao ambulatório de Reumatologia e, neste momento, as habilidades de diagnóstico, de investigação e de terapêutica são as mais exigidas. CONCLUSÃO: Ainda há muito para evoluir em busca de um modelo ideal para o ensino da Reumatologia, porém, cumprindo as principais recomendações disponíveis para a boa prática do ensino na graduação, podemos proporcionar ao futuro médico conhecimento, habilidade e experiências capazes de ajudá-lo na condução desses pacientes.

Promoting ethical and environmental awareness in vulnerable communities: a research action plan

Urban populations that live in the outskirts of major Latin American cities usually face conditions of vulnerability attached to complex environmental issues, such as the lack of sewerage, floods, pollution and soil and water contamination. This article reports an intervention research programme in Sao Paulo, Brazil that combines a moral education approach with sustainability awareness in vulnerable communities. The main conceptual foundations of the project, designed to empower the community and promote ethical and environmental awareness are: strengthening the ties between the school and the surrounding community in order to construct 'moral atmosphere'; adoption of Problem- and Project-based Learning and the Design Thinking approach to reach the proposed goals.

A TRAINING COURSE ON BIOETHICS FOR FAMILY HEALTH STRATEGY PROFESSIONALS IN SANTO ANDRE, SP

This case report presents the experience of a training course on bioethics for nurses and physicians of the Family Health Strategy in Santo Andre, SP. This study is based on problem-based learning and deliberative bioethics, and aimed at presenting the deliberation procedure as a means of handling ethical issues. Contents were addressed in a cross-section manner through five sequential activity sessions at two different moments of concentration with one dispersion interval. In the first moment of concentration, key concepts and deliberative bioethics contents were developed. The second involved deliberation sessions on moral conflicts, which were selected and prepared during the dispersion interval. Participants evaluated the deliberation as an appropriate instrument to deal with the ethical issues they are faced with. Problem-based learning was an effective educational strategy for continuing education in deliberative bioethics.

Medienpädagogische Handlungskompetenzen: Problemorientierung und Kompetenzerwerb beim Lernen mit neuen Medien

Vor dem Hintergrund sich wandelnder (medialer) Lebenswelten von Schülerinnen und Schülern gewinnen Bestimmungsversuche um medienpädagogische Handlungskompetenzen von Lehrpersonen an Bedeutung. Der Erwerb medienpädagogischer Kompetenz, verstanden als dynamisches Zusammenspiel von domänenspezifischem Wissen und anwendungsorientiertem Können, wird in der vorliegenden Arbeit als wesentliches Lernziel der medienpädagogischen (Aus-)Bildung bestimmt. Als ein Weg zur Förderung medienpädagogischer Handlungskompetenz wird von der Autorin auf der Folie konstruktivistischer Vorstellungen über das Lehren und Lernen die Methode der Problemorientierung vorgeschlagen. Im ersten Teil der Arbeit werden Modelle und Konzepte diskutiert, die Bausteine für ein Modell medienpädagogischer Kompetenz liefern. Im zweiten Teil wird eine empirische Untersuchung zum Erwerb medienpädagogischer Handlungskompetenz auf der Basis eines von der Autorin erarbeiteten Modells vorgestellt und die Ergebnisse diskutiert. Eine kompetenztheoretische Annäherung erfolgt auf der Basis zweier Konzepte. Dies sind die Ausführungen zu einem Konzept kommunikativer Kompetenz nach Jürgen Habermas sowie dessen Überführung in die Medienpädagogik durch Dieter Baacke. Ferner wird die rezente bildungspolitische Kompetenzdebatte in Anbindung an Franz E. Weinert analysiert. Es folgt eine Zusammenschau über die methodischen Konzepte zur Erfassung von Kompetenzen in der Erziehungswissenschaft und deren Anwendbarkeit für die medienpädagogische Kompetenzforschung. Die gegenwärtig vorliegenden Entwürfe zu einer inhaltlichen Bestimmung medienpädagogischer Kompetenzen werden besprochen (Sigrid Blömeke, Werner Sesink, International Society for Technology in Education). Im Rekurs auf konstruktivistische lerntheoretische Überlegungen erfährt das problemorientierte Lernen beim Aufbau von Kompetenzen eine enorme Aufwertung. In der Arbeit wird insbesondere den Arbeiten von David Jonassen zu einer konstruktivistisch-instruktionistischen Herangehensweise bei der Gestaltung problemorientierter Lernumgebungen eine große Bedeutung zugesprochen (vgl. auch Ansätze des Goal-based Scenarios/Roger Schank und des Learning by Design/Janet Kolodner). Im zweiten Teil wird die Interventionsstudie im Kontrollgruppendesign vorgestellt. Anhand eines Modells medienpädagogischer Kompetenz, dass auf den Dimensionen Wissen einerseits und Können andererseits basiert, wurden Studierende (n=59) in einem Pre-Posttestverfahren auf diese Dimensionen getestet. Die Studierenden der Interventionsgruppe (n=30) arbeiteten über ein Semester mit einer problemorientierten Lernanwendung, die Studierenden der Kontrollgruppe (n=29) in einem klassischen Seminarsetting. Hauptergebnis der Untersuchung ist es, das die Intervention zu einem messbaren Lernerfolg beim medienpädagogischen Können führte. In der Diskussion der Ergebnisse werden Empfehlungen zur Gestaltung problemorientierter Lernumgebungen formuliert. Die Chancen einer Orientierung an problemorientierten Lernsettings für das Lernen an Hochschulen werden herausgestellt.

Gestione del copyright nel tool autore AContent.

Con l’avvento di Internet, potentissimo strumento tecnologico di diffusione di informazioni e di comunicazione a distanza, anche le modalità di apprendimento sono cambiate: persino nelle scuole si tende a non utilizzare più i classici libri di testo, ma ad utilizzare dispositivi dai quali scaricare in formato elettronico, libri, dispense, test, video ed ogni altro genere di materiale di apprendimento, dando vita a un vero e proprio nuovo modo di apprendere chiamato E-learning, più veloce, comodo e ricco di alternative rispetto al vecchio modello offline che si presentava sottoforma di floppy inizialmente e poi di CD-ROM. E-learning significa, electronic based learning, ed è appunto una vera e propria metodologia di didattica che sfrutta e viene facilitata da risorse e servizi disponibili e accessibili virtualmente in rete. Al momento vi sono numerose piattaforme di E-learning, una delle quali è il nucleo di questa tesi, ovvero il tool autore AContent. Questo documento di tesi, infatti, raccoglie la descrizione della progettazione e della fase implementativa della gestione delle politiche di copyright per il tool AContent. L’obbiettivo è quello di rendere possibile l’assegnazione di un copyright a qualsiasi tipo di materiale didattico venga creato, caricato e/o condiviso sulla piattaforma in questione. Pertanto l’idea è stata quella di dare la possibilità di scegliere fra più copyright preimpostati, utilizzando degli standard di licenze riguardanti i diritti d’autore, lasciando anche l’opportunità di inserire la propria politica.

Changes in Preservice Teachers’ Self-Efficacy: From Science Methods to Student Teaching

The purpose of this research was to assess preservice teachers self-efficacy at different stages of their educational career in an attempt to determine the extent to which self-efficacy beliefs may change over time. In addition, the critical incidents, which may contribute to changes in self-efficacy, were also investigated. The instrument used in the study was the Teaching Science as Inquiry (TSI) Instrument. The TSI Instrument was administered to 38 preservice elementary teachers to measure the self-efficacy beliefs of the teacher participants in regard to the teaching of science as inquiry. Based on the results and the associated data analysis, mean and median values demonstrate positive change for self-efficacy and outcome expectancy throughout the data collection period.

Effect of Participant Gender, Professor Gender, and Activity Interventions on the Understanding of Concepts in Thermodynamics

Misconceptions about heat and temperature have been seen across all educational levels, even in undergraduate engineering courses. One way these misconceptions can be remediated is through instructional methods, such as inquiry-based activities. Performance on assessments in sciences and engineering has been found to vary when gender is taken into consideration. The purpose of the current study was to investigate the effects of participant gender, professor gender, and level of inquiry-based activities on the conceptual understanding of 247 undergraduate engineering students in thermodynamics. A pre-test post-test design was used. Conceptual understanding of thermodynamics was measured by students’ scores on the Concept Inventory for Engineering Thermodynamics (CIET; Vigeant, Prince & Nottis, 2011). Inquiry-based activities were developed by the researchers and given to professors who determined if they would do all, some, or none of them as they taught. Significant differences were found among participants of different gender, different gender of the professor instructing the course, and level of inquiry-based activity. The participants who were exposed to all of the activities provided didsignificantly better on the post-test than those who were only exposed to some or none of the activities. The results from this current study indicated that differences in gender, professorgender, and level of inquiry-based activity has an effect on undergraduate engineering students’ conceptual understanding of thermodynamics. Future research should investigate more factorsthat contribute to lower representation of women in the engineering field.