“Physiologying” study group using active methods: the student’s perception about the use of this strategy in human Physiology teaching-learning

Detalhes bibliográficos
Autor(a) principal: Neves, Ben-Hur Souto das
Data de Publicação: 2018
Outros Autores: Ferreira, Ingrid, Machado, Rui Seabra, Mello-Carpes, Pâmela Billig
Tipo de documento: Artigo
Idioma: eng
Título da fonte: Revista de Ensino de Bioquímica
Texto Completo: http://bioquimica.org.br/revista/ojs/index.php/REB/article/view/794
Resumo: The creation of strategies that modify the classic model of teaching and facilitate the learning is a challenge for professors. Physiology, as a basic science, requires approaches that allow the construction of knowledge that are essential to health professionals and that stimulate the interest of students in the contents worked in classes. Therefore, we created the "Physiologying": a study group on human physiology. Our proposal included weekly meetings of students enrolled in the Human Physiology courses and students previously selected that acted as tutors. In the meetings different active methodologies were used to discuss the physiology contents. From the students' opinion, we verified that a weekly study group using active methods represents an important strategy to facilitate the learning process of physiology contents previously worked in class.
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spelling “Physiologying” study group using active methods: the student’s perception about the use of this strategy in human Physiology teaching-learningGrupo de estudo “fisiologiando” utilizando metodologias ativas: a percepão dos estudantes sobre o uso dessa estratégia no ensino-aprendizagem de Fisiologia humanaBiological sciences; study group; learningMetodologias ativasCiências Biológicas; grupo de estudos; aprendizagemThe creation of strategies that modify the classic model of teaching and facilitate the learning is a challenge for professors. Physiology, as a basic science, requires approaches that allow the construction of knowledge that are essential to health professionals and that stimulate the interest of students in the contents worked in classes. Therefore, we created the "Physiologying": a study group on human physiology. Our proposal included weekly meetings of students enrolled in the Human Physiology courses and students previously selected that acted as tutors. In the meetings different active methodologies were used to discuss the physiology contents. From the students' opinion, we verified that a weekly study group using active methods represents an important strategy to facilitate the learning process of physiology contents previously worked in class.A criação de estratégias que modifiquem o modelo clássico de ensino e facilitem a aprendizagem é um desafio para professores. A fisiologia, enquanto ciência básica, necessita de abordagens que permitam a construção de conhecimentos essenciais aos profissionais da saúde e estimulem o interesse dos estudantes nos conteúdos trabalhados em aula. Diante disso, nós criamos o “Fisiologiando”: um grupo de estudo em fisiologia humana. Nossa proposta contou com encontros semanais entre estudantes matriculados na disciplina de Fisiologia Humana e estudantes monitores previamente selecionados. Nos encontros, diferentes metodologias ativas eram usadas para discutir os conteúdos de fisiologia. A partir da opinião dos alunos, verificamos que a realização de um grupo de estudo semanal utilizando metodologias ativas representa uma estratégia importante para a facilitação do processo de aprendizagem de conteúdos de fisiologia previamente trabalhados em aula.Sociedade Brasileira de Bioquímica e Biologia Molecular - SBBqUnipampaCAPESL’Oreal FoundationUNESCOCNPqUnipampaCAPESL’Oreal FoundationUNESCOCNPqNeves, Ben-Hur Souto dasFerreira, IngridMachado, Rui SeabraMello-Carpes, Pâmela Billig2018-09-21info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttp://bioquimica.org.br/revista/ojs/index.php/REB/article/view/79410.16923/reb.v16i1.794Revista de Ensino de Bioquímica; v. 16, n. 1 (2018): REB: (Jan-Jun); 74-84Revista de Enseñanza de Bioquímica; v. 16, n. 1 (2018): REB: (Jan-Jun); 74-84Journal of Biochemistry Education; v. 16, n. 1 (2018): REB: (Jan-Jun); 74-84Revista de Ensino de Bioquímica; v. 16, n. 1 (2018): REB: (Jan-Jun); 74-842318-8790reponame:Revista de Ensino de Bioquímicainstname:Sociedade Brasileira de Bioquímica e Biologia Molecular (SBBq)instacron:SBBQMenghttp://bioquimica.org.br/revista/ojs/index.php/REB/article/view/794/636/*ref*/da Silva de Vargas L, de Lara MVS, Gonçalves R, das Neves B-HS, Mello-Carpes PB. The use of Facebook as a tool to increase the interest of undergraduate students in physiology in an interdisciplinary way. Advances in physiology education. 2014;38(3):273-6./*ref*/Altermann C, Neves BS, Mello-Carpes PB. The inclusion of undergraduate students in physiology outreach activities improves their physiology learning and understanding skills. Advances in physiology education. 2016;40(4):529-32. Epub 2017/02/02./*ref*/Altermann C, Goncalves R, Lara MV, Neves BH, Mello-Carpes PB. Observing and understanding arterial and venous circulation differences in a physiology laboratory activity. Advances in physiology education. 2015;39(4):405-10. Epub 2015/12/03./*ref*/Wood R, Ashfield J. The use of the interactive whiteboard for creative teaching and learning in literacy and mathematics: a case study. British Journal of Educational Technology. 2008;39(1):84-96./*ref*/Johnston D, Torrance EP. Rewarding Creative Behavior: Experiments in Classroom Creativity. British Journal of Educational Studies. 1966;14(3):122./*ref*/da Graça Nicoletti Mizukami M. Ensino as abordagens do processo: Epu; 1986./*ref*/Saviani D. Escola e democracia: Autores Associados; 1995./*ref*/Alimoglu MK, Yardım S, Uysal H. The effectiveness of TBL with real patients in neurology education in terms of knowledge retention, in-class engagement, and learner reactions. Advances in Physiology Education. 2017;41(1):38-43./*ref*/Simonson SR. Making students do the thinking: team-based learning in a laboratory course. Advances in Physiology Education. 2014;38(1):49-55./*ref*/Hmelo-Silver CE. Problem-Based Learning: What and How Do Students Learn? Educational Psychology Review. 2004;16(3):235-66./*ref*/Carpes FP, Souza da Rocha E, Kunzler MR, Mello-Carpes PB. Using the Olympic spirit to improve teaching and learning process: the biomechanics Olympic Games. Advances in physiology education. 2017;41(3):436-40. Epub 2017/07/07./*ref*/Mello-Carpes PB, Granjeiro EM, Montrezor LH, Rocha MJ. Brazilian actions to promote physiology learning and teaching in secondary and high schools. Advances in physiology education. 2016;40(2):253-6. Epub 2016/05/28./*ref*/Borges S, Mello-Carpes PB. Physiology applied to everyday: the practice of professional contextualization of physiology concepts as a way of facilitating learning. Advances in physiology education. 2014;38(1):93-5. Epub 2014/03/04./*ref*/Martins A, Mello-Carpes PB. A proposal for undergraduate students' inclusion in brain awareness week: promoting interest in curricular neuroscience components. Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience. 2014;13(1):A41-4. Epub 2015/01/08./*ref*/Borges S, Mello-Carpes PB. Undergraduate students as promoters of science dissemination: a strategy to increase students' interest in physiology. Advances in physiology education. 2015;39(2):133-6. Epub 2015/06/03./*ref*/Aburahma MH, Mohamed HM. Educational Games as a Teaching Tool in Pharmacy Curriculum. American Journal of Pharmaceutical Education. 2015;79(4):59./*ref*/Bhaskar A. Playing games during a lecture hour: experience with an online blood grouping game. Advances in physiology education. 2014;38(3):277-8./*ref*/Cardozo LT, Miranda AS, Moura MJCS, Marcondes FK. Effect of a puzzle on the process of students' learning about cardiac physiology. Advances in physiology education. 2016;40(3):425-31./*ref*/Luchi KCG, Montrezor LH, Marcondes FK. Effect of an educational game on university students’ learning about action potentials. Advances in physiology education. 2017;41(2):222-30./*ref*/Johnston ANB, Hamill J, Barton MJ, Baldwin S, Percival J, Williams-Pritchard G, et al. Student learning styles in anatomy and physiology courses: Meeting the needs of nursing students. Nurse Education in Practice. 2015;15(6):415-20./*ref*/Dunlosky J, Rawson KA, Marsh EJ, Nathan MJ, Willingham DT. Improving Students’ Learning With Effective Learning Techniques:Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest. 2013;14(1):4-58./*ref*/Machado RS, Oliveira I, Ferreira I, Neves B-HSd, Mello-Carpes PB. The membrane potential puzzle: a new educational game to use in physiology teaching. Advances in physiology education. 2018;42(1):79-83./*ref*/Neves BS, Altermann C, Goncalves R, Lara MV, Mello-Carpes PB. Home-based vs. laboratory-based practical activities in the learning of human physiology: the perception of students. Advances in physiology education. 2017;41(1):89-93. Epub 2017/02/02./*ref*/Miller CJ, Metz MJ. A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers. Advances in physiology education. 2014;38(3):246-52./*ref*/Mumtaz S, Latif R. Learning through debate during problem-based learning: an active learning strategy. Advances in physiology education. 2017;41(3):390-4./*ref*/Tsang A, Harris DM. Faculty and second-year medical student perceptions of active learning in an integrated curriculum. Advances in physiology education. 2016;40(4):446-53./*ref*/Herur A, Kolagi S, Chinagudi S, Manjula R, Patil S. Active learning by play dough modeling in the medical profession. Advances in physiology education. 2011;35(2):241-3.BrasilEstudantes de graduaçãoDireitos autorais 2018 Revista de Ensino de Bioquímicahttp://creativecommons.org/licenses/by-nc-sa/4.0info:eu-repo/semantics/openAccess2022-03-25T17:24:28Zoai:ojs.bioquimica.org.br:article/794Revistahttp://bioquimica.org.br/revista/ojs/index.php/REBONGhttp://bioquimica.org.br/revista/ojs/index.php/REB/oaicontato@bioquimica.org.br||ensinodebioquimica@gmail.com2318-87901677-2318opendoar:2022-03-25T17:24:28Revista de Ensino de Bioquímica - Sociedade Brasileira de Bioquímica e Biologia Molecular (SBBq)false
dc.title.none.fl_str_mv “Physiologying” study group using active methods: the student’s perception about the use of this strategy in human Physiology teaching-learning
Grupo de estudo “fisiologiando” utilizando metodologias ativas: a percepão dos estudantes sobre o uso dessa estratégia no ensino-aprendizagem de Fisiologia humana
title “Physiologying” study group using active methods: the student’s perception about the use of this strategy in human Physiology teaching-learning
spellingShingle “Physiologying” study group using active methods: the student’s perception about the use of this strategy in human Physiology teaching-learning
Neves, Ben-Hur Souto das
Biological sciences; study group; learning
Metodologias ativas
Ciências Biológicas; grupo de estudos; aprendizagem
title_short “Physiologying” study group using active methods: the student’s perception about the use of this strategy in human Physiology teaching-learning
title_full “Physiologying” study group using active methods: the student’s perception about the use of this strategy in human Physiology teaching-learning
title_fullStr “Physiologying” study group using active methods: the student’s perception about the use of this strategy in human Physiology teaching-learning
title_full_unstemmed “Physiologying” study group using active methods: the student’s perception about the use of this strategy in human Physiology teaching-learning
title_sort “Physiologying” study group using active methods: the student’s perception about the use of this strategy in human Physiology teaching-learning
author Neves, Ben-Hur Souto das
author_facet Neves, Ben-Hur Souto das
Ferreira, Ingrid
Machado, Rui Seabra
Mello-Carpes, Pâmela Billig
author_role author
author2 Ferreira, Ingrid
Machado, Rui Seabra
Mello-Carpes, Pâmela Billig
author2_role author
author
author
dc.contributor.none.fl_str_mv Unipampa
CAPES
L’Oreal Foundation
UNESCO
CNPq
Unipampa
CAPES
L’Oreal Foundation
UNESCO
CNPq
dc.contributor.author.fl_str_mv Neves, Ben-Hur Souto das
Ferreira, Ingrid
Machado, Rui Seabra
Mello-Carpes, Pâmela Billig
dc.subject.none.fl_str_mv
dc.subject.por.fl_str_mv Biological sciences; study group; learning
Metodologias ativas
Ciências Biológicas; grupo de estudos; aprendizagem
topic Biological sciences; study group; learning
Metodologias ativas
Ciências Biológicas; grupo de estudos; aprendizagem
description The creation of strategies that modify the classic model of teaching and facilitate the learning is a challenge for professors. Physiology, as a basic science, requires approaches that allow the construction of knowledge that are essential to health professionals and that stimulate the interest of students in the contents worked in classes. Therefore, we created the "Physiologying": a study group on human physiology. Our proposal included weekly meetings of students enrolled in the Human Physiology courses and students previously selected that acted as tutors. In the meetings different active methodologies were used to discuss the physiology contents. From the students' opinion, we verified that a weekly study group using active methods represents an important strategy to facilitate the learning process of physiology contents previously worked in class.
publishDate 2018
dc.date.none.fl_str_mv 2018-09-21
dc.type.none.fl_str_mv





dc.type.driver.fl_str_mv info:eu-repo/semantics/article
info:eu-repo/semantics/publishedVersion
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dc.identifier.uri.fl_str_mv http://bioquimica.org.br/revista/ojs/index.php/REB/article/view/794
10.16923/reb.v16i1.794
url http://bioquimica.org.br/revista/ojs/index.php/REB/article/view/794
identifier_str_mv 10.16923/reb.v16i1.794
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv http://bioquimica.org.br/revista/ojs/index.php/REB/article/view/794/636
/*ref*/da Silva de Vargas L, de Lara MVS, Gonçalves R, das Neves B-HS, Mello-Carpes PB. The use of Facebook as a tool to increase the interest of undergraduate students in physiology in an interdisciplinary way. Advances in physiology education. 2014;38(3):273-6.
/*ref*/Altermann C, Neves BS, Mello-Carpes PB. The inclusion of undergraduate students in physiology outreach activities improves their physiology learning and understanding skills. Advances in physiology education. 2016;40(4):529-32. Epub 2017/02/02.
/*ref*/Altermann C, Goncalves R, Lara MV, Neves BH, Mello-Carpes PB. Observing and understanding arterial and venous circulation differences in a physiology laboratory activity. Advances in physiology education. 2015;39(4):405-10. Epub 2015/12/03.
/*ref*/Wood R, Ashfield J. The use of the interactive whiteboard for creative teaching and learning in literacy and mathematics: a case study. British Journal of Educational Technology. 2008;39(1):84-96.
/*ref*/Johnston D, Torrance EP. Rewarding Creative Behavior: Experiments in Classroom Creativity. British Journal of Educational Studies. 1966;14(3):122.
/*ref*/da Graça Nicoletti Mizukami M. Ensino as abordagens do processo: Epu; 1986.
/*ref*/Saviani D. Escola e democracia: Autores Associados; 1995.
/*ref*/Alimoglu MK, Yardım S, Uysal H. The effectiveness of TBL with real patients in neurology education in terms of knowledge retention, in-class engagement, and learner reactions. Advances in Physiology Education. 2017;41(1):38-43.
/*ref*/Simonson SR. Making students do the thinking: team-based learning in a laboratory course. Advances in Physiology Education. 2014;38(1):49-55.
/*ref*/Hmelo-Silver CE. Problem-Based Learning: What and How Do Students Learn? Educational Psychology Review. 2004;16(3):235-66.
/*ref*/Carpes FP, Souza da Rocha E, Kunzler MR, Mello-Carpes PB. Using the Olympic spirit to improve teaching and learning process: the biomechanics Olympic Games. Advances in physiology education. 2017;41(3):436-40. Epub 2017/07/07.
/*ref*/Mello-Carpes PB, Granjeiro EM, Montrezor LH, Rocha MJ. Brazilian actions to promote physiology learning and teaching in secondary and high schools. Advances in physiology education. 2016;40(2):253-6. Epub 2016/05/28.
/*ref*/Borges S, Mello-Carpes PB. Physiology applied to everyday: the practice of professional contextualization of physiology concepts as a way of facilitating learning. Advances in physiology education. 2014;38(1):93-5. Epub 2014/03/04.
/*ref*/Martins A, Mello-Carpes PB. A proposal for undergraduate students' inclusion in brain awareness week: promoting interest in curricular neuroscience components. Journal of undergraduate neuroscience education : JUNE : a publication of FUN, Faculty for Undergraduate Neuroscience. 2014;13(1):A41-4. Epub 2015/01/08.
/*ref*/Borges S, Mello-Carpes PB. Undergraduate students as promoters of science dissemination: a strategy to increase students' interest in physiology. Advances in physiology education. 2015;39(2):133-6. Epub 2015/06/03.
/*ref*/Aburahma MH, Mohamed HM. Educational Games as a Teaching Tool in Pharmacy Curriculum. American Journal of Pharmaceutical Education. 2015;79(4):59.
/*ref*/Bhaskar A. Playing games during a lecture hour: experience with an online blood grouping game. Advances in physiology education. 2014;38(3):277-8.
/*ref*/Cardozo LT, Miranda AS, Moura MJCS, Marcondes FK. Effect of a puzzle on the process of students' learning about cardiac physiology. Advances in physiology education. 2016;40(3):425-31.
/*ref*/Luchi KCG, Montrezor LH, Marcondes FK. Effect of an educational game on university students’ learning about action potentials. Advances in physiology education. 2017;41(2):222-30.
/*ref*/Johnston ANB, Hamill J, Barton MJ, Baldwin S, Percival J, Williams-Pritchard G, et al. Student learning styles in anatomy and physiology courses: Meeting the needs of nursing students. Nurse Education in Practice. 2015;15(6):415-20.
/*ref*/Dunlosky J, Rawson KA, Marsh EJ, Nathan MJ, Willingham DT. Improving Students’ Learning With Effective Learning Techniques:Promising Directions From Cognitive and Educational Psychology. Psychological Science in the Public Interest. 2013;14(1):4-58.
/*ref*/Machado RS, Oliveira I, Ferreira I, Neves B-HSd, Mello-Carpes PB. The membrane potential puzzle: a new educational game to use in physiology teaching. Advances in physiology education. 2018;42(1):79-83.
/*ref*/Neves BS, Altermann C, Goncalves R, Lara MV, Mello-Carpes PB. Home-based vs. laboratory-based practical activities in the learning of human physiology: the perception of students. Advances in physiology education. 2017;41(1):89-93. Epub 2017/02/02.
/*ref*/Miller CJ, Metz MJ. A comparison of professional-level faculty and student perceptions of active learning: its current use, effectiveness, and barriers. Advances in physiology education. 2014;38(3):246-52.
/*ref*/Mumtaz S, Latif R. Learning through debate during problem-based learning: an active learning strategy. Advances in physiology education. 2017;41(3):390-4.
/*ref*/Tsang A, Harris DM. Faculty and second-year medical student perceptions of active learning in an integrated curriculum. Advances in physiology education. 2016;40(4):446-53.
/*ref*/Herur A, Kolagi S, Chinagudi S, Manjula R, Patil S. Active learning by play dough modeling in the medical profession. Advances in physiology education. 2011;35(2):241-3.
dc.rights.driver.fl_str_mv Direitos autorais 2018 Revista de Ensino de Bioquímica
http://creativecommons.org/licenses/by-nc-sa/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Direitos autorais 2018 Revista de Ensino de Bioquímica
http://creativecommons.org/licenses/by-nc-sa/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.coverage.none.fl_str_mv


Brasil

Estudantes de graduação
dc.publisher.none.fl_str_mv Sociedade Brasileira de Bioquímica e Biologia Molecular - SBBq
publisher.none.fl_str_mv Sociedade Brasileira de Bioquímica e Biologia Molecular - SBBq
dc.source.none.fl_str_mv Revista de Ensino de Bioquímica; v. 16, n. 1 (2018): REB: (Jan-Jun); 74-84
Revista de Enseñanza de Bioquímica; v. 16, n. 1 (2018): REB: (Jan-Jun); 74-84
Journal of Biochemistry Education; v. 16, n. 1 (2018): REB: (Jan-Jun); 74-84
Revista de Ensino de Bioquímica; v. 16, n. 1 (2018): REB: (Jan-Jun); 74-84
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