Knowledge construction mediated by academic mentoring: a learning experience
Autor(a) principal: | |
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Data de Publicação: | 2023 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Revista da ABENO (Online) |
Texto Completo: | https://revabeno.emnuvens.com.br/revabeno/article/view/2076 |
Resumo: | This article reports on an experience of academic mentoring in the curricular teaching activity of Introduction to Scientific Methodology, which is part of the undergraduate Dentistry course offered at a public university located in the South of Brazil. It presents the perception of students-mentors, in both the in-person and remote modalities, in the period 2021-2022. The activity takes place in the first year of the course and aims to enable students to read scientific articles critically, recognize the stages of the scientific method, and develop research projects. The pandemic context of emergency remote teaching (ERT) brought the need to adapt teaching and mentoring activities, which became synchronous-asynchronous, mediated by information and communication technologies. In this period, the pedagogical role of mentors gained prominence in view of the need to promote interaction, arouse interest, and stimulate student participation in the proposed remote activities. The mentors acted in a coordinated way, reorganizing the Moodle virtual learning environment, monitoring/participating in activities, answering questions and guiding students, in constant dialog with the teachers. After training and with teacher supervision, the mentors contributed to the assessment of research projects. Upon returning to in-person activities, the mentors supported teachers in developing the teaching plan, adding pedagogical strategies established in ERT. Academic mentoring enabled the student-mentor to experience academic-personal growth, teaching, scientific research, and interactive-collaborative learning, and to perceive communication, problem-solving, and didactic-pedagogical skills. Balancing academic-personal life with mentoring responsibilities is a constant challenge. |
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Knowledge construction mediated by academic mentoring: a learning experienceConstrucción del conocimiento mediada por la tutoría académica: una experiencia de aprendizaje Construção de saberes mediada pela monitoria acadêmica: uma experiência de aprendizadoEducation DentalMentoringStudents DentalLearningDental ResearchEducación en OdontologíaTutoríaEstudiantes de OdontologíaAprendizaje Investigación DentalEducação em OdontologiaMonitoriaEstudantes de OdontologiaAprendizagemPesquisa em OdontologiaThis article reports on an experience of academic mentoring in the curricular teaching activity of Introduction to Scientific Methodology, which is part of the undergraduate Dentistry course offered at a public university located in the South of Brazil. It presents the perception of students-mentors, in both the in-person and remote modalities, in the period 2021-2022. The activity takes place in the first year of the course and aims to enable students to read scientific articles critically, recognize the stages of the scientific method, and develop research projects. The pandemic context of emergency remote teaching (ERT) brought the need to adapt teaching and mentoring activities, which became synchronous-asynchronous, mediated by information and communication technologies. In this period, the pedagogical role of mentors gained prominence in view of the need to promote interaction, arouse interest, and stimulate student participation in the proposed remote activities. The mentors acted in a coordinated way, reorganizing the Moodle virtual learning environment, monitoring/participating in activities, answering questions and guiding students, in constant dialog with the teachers. After training and with teacher supervision, the mentors contributed to the assessment of research projects. Upon returning to in-person activities, the mentors supported teachers in developing the teaching plan, adding pedagogical strategies established in ERT. Academic mentoring enabled the student-mentor to experience academic-personal growth, teaching, scientific research, and interactive-collaborative learning, and to perceive communication, problem-solving, and didactic-pedagogical skills. Balancing academic-personal life with mentoring responsibilities is a constant challenge.Este artículo relata la experiencia de tutoría académica en la actividad de enseñanza curricular de Introducción a la Metodología Científica del curso de Odontología en una universidad pública del Sur de Brasil. Trae percepción de estudiantes-tutores, modalidad presencial y remota, en el período de 2021-2022. La actividad ocurre en primer año del curso, pretende que el estudiante sea capaz de leer críticamente artículos científicos, reconocer etapas del método científico y elaborar proyectos de investigación. El contexto pandémico de enseñanza remota de emergencia (ERE) trajo necesidad de adaptación de enseñanza y de tutoría, las cuales pasaron a ser sincrónicas-asincrónicas, mediadas por tecnologías de información y comunicación. Fue un período que el papel pedagógico de los tutores cobró importancia, considerando la necesidad de promover interacción, despertar interés y estimular participación de los estudiantes en actividades propuestas. Los tutores actuaron de manera articulada, reorganizando el ambiente virtual de aprendizaje Moodle, acompañando/participando de actividades, aclarando dudas y orientando a los estudiantes, en diálogo constante con los maestros. Después de la capacitación y con supervisión docente, los tutores contribuyeron en evaluación de los proyectos de investigación. Volviendo a actividades presenciales, los tutores apoyaron a los maestros en elaboración del plan de enseñanza, agregando estrategias pedagógicas constituidas en ERE. Actuar en tutoría académica posibilitó, al estudiante-monitor, crecimiento académico-personal y experimentar la docencia, acercándolo de investigación científica y de aprendizaje interactivo-colaborativo. Competencias de comunicación, resolución de problemas y didáctico-pedagógicas fueron percibidas por los tutores. Hay el desafío permanente de conciliar la vida académica-personal a las atribuciones de tutoría.Este artigo relata a experiência da monitoria acadêmica vinculada à atividade de ensino curricular de Introdução à Metodologia Científica do curso de graduação em Odontologia, em uma Universidade pública do Sul do Brasil. Traz a percepção de estudantes-monitores, modalidade presencial e remota, no período de 2021-2022. A atividade acontece no primeiro ano do curso, pretende tornar o estudante apto a ler criticamente artigos científicos, reconhecer etapas do método científico e elaborar projetos de pesquisa. O contexto pandêmico do ensino remoto emergencial (ERE) trouxe a necessidade de adaptação das atividades de ensino e de monitoria, as quais passaram a ser síncronas-assíncronas, mediadas por tecnologias de informação e comunicação. Foi um período em que o papel pedagógico dos monitores ganhou destaque, considerando a necessidade de promover a interação, despertar o interesse e estimular a participação dos estudantes nas atividades remotas propostas. Os monitores atuaram de modo articulado, reorganizando o ambiente virtual de aprendizagem Moodle, acompanhando/participando das atividades, esclarecendo dúvidas e orientando os estudantes, em diálogo constante com os professores. Após capacitação e com supervisão docente, os monitores contribuíram na avaliação dos projetos de pesquisa. No retorno às atividades presenciais, os monitores apoiaram os professores na elaboração do plano de ensino, agregando estratégias pedagógicas constituídas no ERE. Atuar na monitoria acadêmica possibilitou, ao estudante-monitor, crescimento acadêmico-pessoal e experienciar à docência, aproximando-o da pesquisa científica e do aprendizado interativo-colaborativo. Competências de comunicação, resolução de problemas e didático-pedagógicas foram percebidas pelos monitores. Há o desafio permanente de conciliar a vida acadêmica-pessoal às atribuições da monitoria.Associação Brasileira de Ensino Odontológico2023-07-29info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfhttps://revabeno.emnuvens.com.br/revabeno/article/view/207610.30979/revabeno.v23i1.2076Revista da ABENO; Vol. 23 No. 1 (2023); 2076Revista da ABENO; Vol. 23 Núm. 1 (2023); 2076Revista da ABENO; v. 23 n. 1 (2023); 20762595-02741679-5954reponame:Revista da ABENO (Online)instname:Associação Brasileira de Ensino Odontológico (ABENO)instacron:ABENOporenghttps://revabeno.emnuvens.com.br/revabeno/article/view/2076/1328https://revabeno.emnuvens.com.br/revabeno/article/view/2076/1329http://creativecommons.org/licenses/by-nc/4.0info:eu-repo/semantics/openAccess Xindanhi, Nise Kainda KahiloGaravello Neto, AntonioToassi, Ramona Fernanda Ceriotti2024-01-23T11:49:32Zoai:ojs.revabeno.emnuvens.com.br:article/2076Revistahttps://revabeno.emnuvens.com.br/revabeno/indexONGhttps://revabeno.emnuvens.com.br/revabeno/oairevabeno@gmail.com2595-02741679-5954opendoar:2024-01-23T11:49:32Revista da ABENO (Online) - Associação Brasileira de Ensino Odontológico (ABENO)false |
dc.title.none.fl_str_mv |
Knowledge construction mediated by academic mentoring: a learning experience Construcción del conocimiento mediada por la tutoría académica: una experiencia de aprendizaje Construção de saberes mediada pela monitoria acadêmica: uma experiência de aprendizado |
title |
Knowledge construction mediated by academic mentoring: a learning experience |
spellingShingle |
Knowledge construction mediated by academic mentoring: a learning experience Xindanhi, Nise Kainda Kahilo Education Dental Mentoring Students Dental Learning Dental Research Educación en Odontología Tutoría Estudiantes de Odontología Aprendizaje Investigación Dental Educação em Odontologia Monitoria Estudantes de Odontologia Aprendizagem Pesquisa em Odontologia |
title_short |
Knowledge construction mediated by academic mentoring: a learning experience |
title_full |
Knowledge construction mediated by academic mentoring: a learning experience |
title_fullStr |
Knowledge construction mediated by academic mentoring: a learning experience |
title_full_unstemmed |
Knowledge construction mediated by academic mentoring: a learning experience |
title_sort |
Knowledge construction mediated by academic mentoring: a learning experience |
author |
Xindanhi, Nise Kainda Kahilo |
author_facet |
Xindanhi, Nise Kainda Kahilo Garavello Neto, Antonio Toassi, Ramona Fernanda Ceriotti |
author_role |
author |
author2 |
Garavello Neto, Antonio Toassi, Ramona Fernanda Ceriotti |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Xindanhi, Nise Kainda Kahilo Garavello Neto, Antonio Toassi, Ramona Fernanda Ceriotti |
dc.subject.por.fl_str_mv |
Education Dental Mentoring Students Dental Learning Dental Research Educación en Odontología Tutoría Estudiantes de Odontología Aprendizaje Investigación Dental Educação em Odontologia Monitoria Estudantes de Odontologia Aprendizagem Pesquisa em Odontologia |
topic |
Education Dental Mentoring Students Dental Learning Dental Research Educación en Odontología Tutoría Estudiantes de Odontología Aprendizaje Investigación Dental Educação em Odontologia Monitoria Estudantes de Odontologia Aprendizagem Pesquisa em Odontologia |
description |
This article reports on an experience of academic mentoring in the curricular teaching activity of Introduction to Scientific Methodology, which is part of the undergraduate Dentistry course offered at a public university located in the South of Brazil. It presents the perception of students-mentors, in both the in-person and remote modalities, in the period 2021-2022. The activity takes place in the first year of the course and aims to enable students to read scientific articles critically, recognize the stages of the scientific method, and develop research projects. The pandemic context of emergency remote teaching (ERT) brought the need to adapt teaching and mentoring activities, which became synchronous-asynchronous, mediated by information and communication technologies. In this period, the pedagogical role of mentors gained prominence in view of the need to promote interaction, arouse interest, and stimulate student participation in the proposed remote activities. The mentors acted in a coordinated way, reorganizing the Moodle virtual learning environment, monitoring/participating in activities, answering questions and guiding students, in constant dialog with the teachers. After training and with teacher supervision, the mentors contributed to the assessment of research projects. Upon returning to in-person activities, the mentors supported teachers in developing the teaching plan, adding pedagogical strategies established in ERT. Academic mentoring enabled the student-mentor to experience academic-personal growth, teaching, scientific research, and interactive-collaborative learning, and to perceive communication, problem-solving, and didactic-pedagogical skills. Balancing academic-personal life with mentoring responsibilities is a constant challenge. |
publishDate |
2023 |
dc.date.none.fl_str_mv |
2023-07-29 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://revabeno.emnuvens.com.br/revabeno/article/view/2076 10.30979/revabeno.v23i1.2076 |
url |
https://revabeno.emnuvens.com.br/revabeno/article/view/2076 |
identifier_str_mv |
10.30979/revabeno.v23i1.2076 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://revabeno.emnuvens.com.br/revabeno/article/view/2076/1328 https://revabeno.emnuvens.com.br/revabeno/article/view/2076/1329 |
dc.rights.driver.fl_str_mv |
http://creativecommons.org/licenses/by-nc/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
http://creativecommons.org/licenses/by-nc/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf |
dc.publisher.none.fl_str_mv |
Associação Brasileira de Ensino Odontológico |
publisher.none.fl_str_mv |
Associação Brasileira de Ensino Odontológico |
dc.source.none.fl_str_mv |
Revista da ABENO; Vol. 23 No. 1 (2023); 2076 Revista da ABENO; Vol. 23 Núm. 1 (2023); 2076 Revista da ABENO; v. 23 n. 1 (2023); 2076 2595-0274 1679-5954 reponame:Revista da ABENO (Online) instname:Associação Brasileira de Ensino Odontológico (ABENO) instacron:ABENO |
instname_str |
Associação Brasileira de Ensino Odontológico (ABENO) |
instacron_str |
ABENO |
institution |
ABENO |
reponame_str |
Revista da ABENO (Online) |
collection |
Revista da ABENO (Online) |
repository.name.fl_str_mv |
Revista da ABENO (Online) - Associação Brasileira de Ensino Odontológico (ABENO) |
repository.mail.fl_str_mv |
revabeno@gmail.com |
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1797051145122742272 |