Team Based Learning method in the teaching and learning of applied Inorganic Chemistry: a socio-interactional view

Detalhes bibliográficos
Autor(a) principal: Sprocati, Bárbara
Data de Publicação: 2020
Outros Autores: Gibin, Gustavo Bizarria, Pires, Ana Maria
Tipo de documento: Artigo
Idioma: por
Título da fonte: Revista Docência do Ensino Superior (Online)
Texto Completo: https://periodicos.ufmg.br/index.php/rdes/article/view/15216
Resumo: In this work, the Team-Based Learning (TBL) method was used for the application of a mini-course on luminophores based on rare earths, given to new students in the Chemistry Degree course at FCT/UNESP. At TBL, students' development is promoted through group work and the improvement of their own individualities. This method is lined up with Vygotsky's theoretical framework, which establishes a narrowing between language and thought, and a threshold between what an individual is capable of doing alone and what it is capable of doing with external assistance, called the Zone of Proximal Development, ZPD. Such concepts were considered during the mini-course, generating data that was collected in the form of questionnaires and audio recordings. The results indicated that the collective work stands out over the individual one. These conclusions agree with what was proposed by the adopted method and also with the theoretical framework, that is, group work promotes improvements in student learning.
id UFMG-24_cff7e6cd6a96835b3097e4a0ae2f0173
oai_identifier_str oai:periodicos.ufmg.br:article/15216
network_acronym_str UFMG-24
network_name_str Revista Docência do Ensino Superior (Online)
repository_id_str
spelling Team Based Learning method in the teaching and learning of applied Inorganic Chemistry: a socio-interactional viewMétodo Team Based Learning en la enseñanza y el aprendizaje de la Química Inorgánica aplicada: una visión socio-interactivaMétodo Team Based Learning no ensino e aprendizagem de Química Inorgânica aplicada: uma visão sócio-interacionistaAprendizagem colaborativaMetodologia ativaZona de desenvolvimento proximalTerras rarasEnsino de QuímicaCollaborative learningActive methodologyZone of proximal developmentRare earthsChemistry teachingAprendizaje colaborativoMetodología activaZona de desarrollo proximalTierras rarasEnseñanza de QuímicaIn this work, the Team-Based Learning (TBL) method was used for the application of a mini-course on luminophores based on rare earths, given to new students in the Chemistry Degree course at FCT/UNESP. At TBL, students' development is promoted through group work and the improvement of their own individualities. This method is lined up with Vygotsky's theoretical framework, which establishes a narrowing between language and thought, and a threshold between what an individual is capable of doing alone and what it is capable of doing with external assistance, called the Zone of Proximal Development, ZPD. Such concepts were considered during the mini-course, generating data that was collected in the form of questionnaires and audio recordings. The results indicated that the collective work stands out over the individual one. These conclusions agree with what was proposed by the adopted method and also with the theoretical framework, that is, group work promotes improvements in student learning.En este trabajo se utilizó el método Team-Based Learning (TBL), para la aplicación de un mini curso sobre luminóforos basados en tierras-raras que fue ministrado a ingresantes de Licenciatura en Química de la FCT/UNESP. En el TBL se promueve el desarrollo de los alumnos a través del trabajo grupal y o perfeccionamiento de sus individualidades. Este método se alinea al referencial teórico de Vygotsky, estableciendo un estrechamiento entre lenguaje y pensamiento, y un umbral entre lo que un individuo es capaz de hacer solo y con ayuda externa, llamada de Zona de Desarrollo Proximal, ZDP. Tales conceptos fueron considerados durante la aplicación del minicurso, generando datos que fueron recolectados en forma de cuestionarios y grabaciones de audio. Los resultados indicaron que el trabajo colectivo realmente sobresale. Estas conclusiones concuerdan con lo propuesto por el método utilizado y con el referencial teórico, o sea, el trabajo en grupo promueve mejoras en el aprendizaje de los estudiantes.Neste trabalho utilizou-se o método Team-Based Learning (TBL) para a aplicação de um minicurso sobre luminóforos baseados em terras raras, ministrado a ingressantes do curso de Licenciatura em Química da FCT/UNESP. No TBL é promovido o desenvolvimento dos alunos por meio do trabalho em grupo e do aprimoramento de suas individualidades. Esse método alinha-se ao referencial teórico de Vygotsky, que estabelece um estreitamento entre linguagem e pensamento, e um limiar entre o que um indivíduo é capaz de fazer sozinho e com auxílio externo, chamado de Zona de Desenvolvimento Proximal, ZDP. Tais conceitos foram considerados durante o minicurso, gerando dados que foram coletados na forma de questionários e gravações de áudio. Os resultados indicaram que o trabalho coletivo se sobressai. Essas conclusões concordam com o proposto pelo método utilizado e com o referencial teórico, ou seja, o trabalho em grupo promove melhorias no aprendizado dos estudantes.Universidade Federal de Minas Gerais2020-06-24info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://periodicos.ufmg.br/index.php/rdes/article/view/1521610.35699/2237-5864.2020.15216Revista Docência do Ensino Superior; Vol. 10 (2020); 1-32Revista Docência do Ensino Superior; Vol. 10 (2020); 1-32Revista Docência do Ensino Superior; v. 10 (2020); 1-322237-58642358-6338reponame:Revista Docência do Ensino Superior (Online)instname:Universidade Federal de Minas Gerais (UFMG)instacron:UFMGporhttps://periodicos.ufmg.br/index.php/rdes/article/view/15216/17862Copyright (c) 2020 Bárbara Sprocati, Gustavo Bizarria Gibin, Ana Maria Piresinfo:eu-repo/semantics/openAccessSprocati, BárbaraGibin, Gustavo BizarriaPires, Ana Maria2023-02-07T01:58:53Zoai:periodicos.ufmg.br:article/15216Revistahttps://periodicos.ufmg.br/index.php/rdes/indexPUBhttps://periodicos.ufmg.br/index.php/rdes/oairevistadocenciaensinosuperior@ufmg.br||2237-58642237-5864opendoar:2023-02-07T01:58:53Revista Docência do Ensino Superior (Online) - Universidade Federal de Minas Gerais (UFMG)false
dc.title.none.fl_str_mv Team Based Learning method in the teaching and learning of applied Inorganic Chemistry: a socio-interactional view
Método Team Based Learning en la enseñanza y el aprendizaje de la Química Inorgánica aplicada: una visión socio-interactiva
Método Team Based Learning no ensino e aprendizagem de Química Inorgânica aplicada: uma visão sócio-interacionista
title Team Based Learning method in the teaching and learning of applied Inorganic Chemistry: a socio-interactional view
spellingShingle Team Based Learning method in the teaching and learning of applied Inorganic Chemistry: a socio-interactional view
Sprocati, Bárbara
Aprendizagem colaborativa
Metodologia ativa
Zona de desenvolvimento proximal
Terras raras
Ensino de Química
Collaborative learning
Active methodology
Zone of proximal development
Rare earths
Chemistry teaching
Aprendizaje colaborativo
Metodología activa
Zona de desarrollo proximal
Tierras raras
Enseñanza de Química
title_short Team Based Learning method in the teaching and learning of applied Inorganic Chemistry: a socio-interactional view
title_full Team Based Learning method in the teaching and learning of applied Inorganic Chemistry: a socio-interactional view
title_fullStr Team Based Learning method in the teaching and learning of applied Inorganic Chemistry: a socio-interactional view
title_full_unstemmed Team Based Learning method in the teaching and learning of applied Inorganic Chemistry: a socio-interactional view
title_sort Team Based Learning method in the teaching and learning of applied Inorganic Chemistry: a socio-interactional view
author Sprocati, Bárbara
author_facet Sprocati, Bárbara
Gibin, Gustavo Bizarria
Pires, Ana Maria
author_role author
author2 Gibin, Gustavo Bizarria
Pires, Ana Maria
author2_role author
author
dc.contributor.author.fl_str_mv Sprocati, Bárbara
Gibin, Gustavo Bizarria
Pires, Ana Maria
dc.subject.por.fl_str_mv Aprendizagem colaborativa
Metodologia ativa
Zona de desenvolvimento proximal
Terras raras
Ensino de Química
Collaborative learning
Active methodology
Zone of proximal development
Rare earths
Chemistry teaching
Aprendizaje colaborativo
Metodología activa
Zona de desarrollo proximal
Tierras raras
Enseñanza de Química
topic Aprendizagem colaborativa
Metodologia ativa
Zona de desenvolvimento proximal
Terras raras
Ensino de Química
Collaborative learning
Active methodology
Zone of proximal development
Rare earths
Chemistry teaching
Aprendizaje colaborativo
Metodología activa
Zona de desarrollo proximal
Tierras raras
Enseñanza de Química
description In this work, the Team-Based Learning (TBL) method was used for the application of a mini-course on luminophores based on rare earths, given to new students in the Chemistry Degree course at FCT/UNESP. At TBL, students' development is promoted through group work and the improvement of their own individualities. This method is lined up with Vygotsky's theoretical framework, which establishes a narrowing between language and thought, and a threshold between what an individual is capable of doing alone and what it is capable of doing with external assistance, called the Zone of Proximal Development, ZPD. Such concepts were considered during the mini-course, generating data that was collected in the form of questionnaires and audio recordings. The results indicated that the collective work stands out over the individual one. These conclusions agree with what was proposed by the adopted method and also with the theoretical framework, that is, group work promotes improvements in student learning.
publishDate 2020
dc.date.none.fl_str_mv 2020-06-24
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://periodicos.ufmg.br/index.php/rdes/article/view/15216
10.35699/2237-5864.2020.15216
url https://periodicos.ufmg.br/index.php/rdes/article/view/15216
identifier_str_mv 10.35699/2237-5864.2020.15216
dc.language.iso.fl_str_mv por
language por
dc.relation.none.fl_str_mv https://periodicos.ufmg.br/index.php/rdes/article/view/15216/17862
dc.rights.driver.fl_str_mv Copyright (c) 2020 Bárbara Sprocati, Gustavo Bizarria Gibin, Ana Maria Pires
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2020 Bárbara Sprocati, Gustavo Bizarria Gibin, Ana Maria Pires
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv Universidade Federal de Minas Gerais
publisher.none.fl_str_mv Universidade Federal de Minas Gerais
dc.source.none.fl_str_mv Revista Docência do Ensino Superior; Vol. 10 (2020); 1-32
Revista Docência do Ensino Superior; Vol. 10 (2020); 1-32
Revista Docência do Ensino Superior; v. 10 (2020); 1-32
2237-5864
2358-6338
reponame:Revista Docência do Ensino Superior (Online)
instname:Universidade Federal de Minas Gerais (UFMG)
instacron:UFMG
instname_str Universidade Federal de Minas Gerais (UFMG)
instacron_str UFMG
institution UFMG
reponame_str Revista Docência do Ensino Superior (Online)
collection Revista Docência do Ensino Superior (Online)
repository.name.fl_str_mv Revista Docência do Ensino Superior (Online) - Universidade Federal de Minas Gerais (UFMG)
repository.mail.fl_str_mv revistadocenciaensinosuperior@ufmg.br||
_version_ 1797174635823890432

Registros relacionados