Influência da frequência e participação no desempenho em um ambiente de aprendizagem centrado no aluno
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Outros Autores: | |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Química Nova (Online) |
Texto Completo: | http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0100-40422020000200239 |
Resumo: | The aim of this research was to verify student performance, participation and frequency when they study in a student-centered learning environment. Data collection included the application of questionnaires and semi-structured interviews. Data analysis combined quantitative and qualitative approaches. In the results on frequency and participation, 32% of the students had a high number of absences and more than 25% indicated participation less than or equal to 5 (in a 1-10 scale). This is an expressive data, since the low engagement, due to absence in classes, or low participation, in a course aligned with Vygotsky’s assumptions, compromises the construction of knowledge. In these environments, it is not enough that the students try to solve the proposed questions by themselves: the adopted strategy presupposes the social interaction as a differential for learning promotion. Regarding performance, 37% of them were disapproved. To understand the reasons of such unsatisfactory performance, semi-structured interviews were conducted. The analysis of these data revealed that the overload of credits had a great impact on participation and frequency in biochemistry classes. This data indicates the need for integrated curricular organization, without which, even innovative disciplines, with student-centered methods, have discrete possibilities of success. |
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Influência da frequência e participação no desempenho em um ambiente de aprendizagem centrado no alunoactive learningcollaborative learningproblem solvingteaching methodologyThe aim of this research was to verify student performance, participation and frequency when they study in a student-centered learning environment. Data collection included the application of questionnaires and semi-structured interviews. Data analysis combined quantitative and qualitative approaches. In the results on frequency and participation, 32% of the students had a high number of absences and more than 25% indicated participation less than or equal to 5 (in a 1-10 scale). This is an expressive data, since the low engagement, due to absence in classes, or low participation, in a course aligned with Vygotsky’s assumptions, compromises the construction of knowledge. In these environments, it is not enough that the students try to solve the proposed questions by themselves: the adopted strategy presupposes the social interaction as a differential for learning promotion. Regarding performance, 37% of them were disapproved. To understand the reasons of such unsatisfactory performance, semi-structured interviews were conducted. The analysis of these data revealed that the overload of credits had a great impact on participation and frequency in biochemistry classes. This data indicates the need for integrated curricular organization, without which, even innovative disciplines, with student-centered methods, have discrete possibilities of success.Sociedade Brasileira de Química2020-02-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersiontext/htmlhttp://old.scielo.br/scielo.php?script=sci_arttext&pid=S0100-40422020000200239Química Nova v.43 n.2 2020reponame:Química Nova (Online)instname:Sociedade Brasileira de Química (SBQ)instacron:SBQ10.21577/0100-4042.20170464info:eu-repo/semantics/openAccessCicuto,Camila Aparecida TolentinoTorres,Bayardo Baptistapor2020-05-12T00:00:00Zoai:scielo:S0100-40422020000200239Revistahttps://www.scielo.br/j/qn/ONGhttps://old.scielo.br/oai/scielo-oai.phpquimicanova@sbq.org.br1678-70640100-4042opendoar:2020-05-12T00:00Química Nova (Online) - Sociedade Brasileira de Química (SBQ)false |
dc.title.none.fl_str_mv |
Influência da frequência e participação no desempenho em um ambiente de aprendizagem centrado no aluno |
title |
Influência da frequência e participação no desempenho em um ambiente de aprendizagem centrado no aluno |
spellingShingle |
Influência da frequência e participação no desempenho em um ambiente de aprendizagem centrado no aluno Cicuto,Camila Aparecida Tolentino active learning collaborative learning problem solving teaching methodology |
title_short |
Influência da frequência e participação no desempenho em um ambiente de aprendizagem centrado no aluno |
title_full |
Influência da frequência e participação no desempenho em um ambiente de aprendizagem centrado no aluno |
title_fullStr |
Influência da frequência e participação no desempenho em um ambiente de aprendizagem centrado no aluno |
title_full_unstemmed |
Influência da frequência e participação no desempenho em um ambiente de aprendizagem centrado no aluno |
title_sort |
Influência da frequência e participação no desempenho em um ambiente de aprendizagem centrado no aluno |
author |
Cicuto,Camila Aparecida Tolentino |
author_facet |
Cicuto,Camila Aparecida Tolentino Torres,Bayardo Baptista |
author_role |
author |
author2 |
Torres,Bayardo Baptista |
author2_role |
author |
dc.contributor.author.fl_str_mv |
Cicuto,Camila Aparecida Tolentino Torres,Bayardo Baptista |
dc.subject.por.fl_str_mv |
active learning collaborative learning problem solving teaching methodology |
topic |
active learning collaborative learning problem solving teaching methodology |
description |
The aim of this research was to verify student performance, participation and frequency when they study in a student-centered learning environment. Data collection included the application of questionnaires and semi-structured interviews. Data analysis combined quantitative and qualitative approaches. In the results on frequency and participation, 32% of the students had a high number of absences and more than 25% indicated participation less than or equal to 5 (in a 1-10 scale). This is an expressive data, since the low engagement, due to absence in classes, or low participation, in a course aligned with Vygotsky’s assumptions, compromises the construction of knowledge. In these environments, it is not enough that the students try to solve the proposed questions by themselves: the adopted strategy presupposes the social interaction as a differential for learning promotion. Regarding performance, 37% of them were disapproved. To understand the reasons of such unsatisfactory performance, semi-structured interviews were conducted. The analysis of these data revealed that the overload of credits had a great impact on participation and frequency in biochemistry classes. This data indicates the need for integrated curricular organization, without which, even innovative disciplines, with student-centered methods, have discrete possibilities of success. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-02-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0100-40422020000200239 |
url |
http://old.scielo.br/scielo.php?script=sci_arttext&pid=S0100-40422020000200239 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
10.21577/0100-4042.20170464 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html |
dc.publisher.none.fl_str_mv |
Sociedade Brasileira de Química |
publisher.none.fl_str_mv |
Sociedade Brasileira de Química |
dc.source.none.fl_str_mv |
Química Nova v.43 n.2 2020 reponame:Química Nova (Online) instname:Sociedade Brasileira de Química (SBQ) instacron:SBQ |
instname_str |
Sociedade Brasileira de Química (SBQ) |
instacron_str |
SBQ |
institution |
SBQ |
reponame_str |
Química Nova (Online) |
collection |
Química Nova (Online) |
repository.name.fl_str_mv |
Química Nova (Online) - Sociedade Brasileira de Química (SBQ) |
repository.mail.fl_str_mv |
quimicanova@sbq.org.br |
_version_ |
1750318120132673536 |