Metodologias ativas no ensino superior e a importância de desenvolvimento de habilidades socioemocionais

• Autor(a) principal: Tomazinho, Paulo Henrique
• Data de Publicação: 2017
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: Repositório do Centro Universitário Braz Cubas
• Texto Completo: https://repositorio.cruzeirodosul.edu.br/handle/123456789/2147
• topic: Odontologia; Odontologia – Estudo e ensino; Ensino hibrído; Inovações educacionais; CNPQ::CIENCIAS DA SAUDE::ODONTOLOGIA

Technological advances have increasingly changed the way we learn, teach, live and work. This paper sets out to describe some of these changes, and to carry out two studies related to socioemotional skills and hybrid teaching with students from the Dental School of Positivo University. The objective of the first study was to evaluate the general knowledge of dental academics. For this, four bimonthly assessments, exclusively with questions of general knowledge, were applied to all the students regularly enrolled in the year 2014. The highest grades were obtained by the 4th grade students of the morning shift. There was a gradual increase in grades throughout the course, with beginner grades being lower than the grades of the final grades in the respective grades. The objective of the second study was to compare the performance of students of the same course in the discipline of Biochemistry using two teaching methodologies. For this, students regularly enrolled in Biochemistry in the year 2015 were taught by traditional methodology, and students enrolled in 2016 were taught through hybrid teaching and active methodologies. Student performance was assessed through both face-to-face and individual bimonthly assessments with similar levels of difficulty between groups. The students enrolled in 2016 obtained better results in the 1st, 2nd and 3rd bimonths, in addition to the higher annual average when compared to the students enrolled in 2015. This study showed that hybrid teaching and use of active methodologies provided a greater learning gain to students when compared traditional teaching methodology. As a general conclusion of this thesis, it can be affirmed that strategies of development of social-emotional abilities must be increasingly present in the agenda of discussion on the future of education