The use of active methodologies in the teaching - learning process: intervention proposal
Autor(a) principal: | |
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Data de Publicação: | 2022 |
Outros Autores: | , , , , , , , , |
Tipo de documento: | Artigo |
Idioma: | por |
Título da fonte: | Research, Society and Development |
Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/29239 |
Resumo: | Objective: To know the difficulties of teachers in the use of active methodologies in the teaching-learning process of their students in the Bachelor of Medicine course. Method: A descriptive and cross-sectional study was carried out, with a quali-quantitative character, approved by the Ethics Committee of the Centro Universitário da Amazônia. Data collection was performed using an electronic form for tutors from the 1st to the 8th period of a private University Center in Northern Brazil. Results: Of the 41 tutors from the 1st to the 8th period, 28 answered the form, giving us a sample of 68.29% participation. Where 92.86% were graduated using the traditional method; 67.86% graduated in medicine who work for 7 years or more as teachers. As for the difficulties perceived in opening and closing problems in the tutorial sessions, 50% have difficulties in brainstorming, leaving the superficial discussion and 67.86% have low power of synthesis, consecutively. Conclusion: The difficulties faced by teachers point to the need for a national effort for professional updating, as well as the need for greater investment in research that focuses on the theme, based on the recognition of its importance and the existing scientific gap. |
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The use of active methodologies in the teaching - learning process: intervention proposalEl uso de metodologías activas en el proceso de enseñanza - aprendizaje: propuesta de intervenciónO uso de metodologias ativas no processo de ensino - aprendizagem: proposta de intervençãoActive methodologiesTeachersTeaching-learning processTeaching. Metodologías activasMaestrosProceso de enseñanza-aprendizajeEnseñanza.Metodologias ativasDocentesProcesso ensino-aprendizagemEnsino.Objective: To know the difficulties of teachers in the use of active methodologies in the teaching-learning process of their students in the Bachelor of Medicine course. Method: A descriptive and cross-sectional study was carried out, with a quali-quantitative character, approved by the Ethics Committee of the Centro Universitário da Amazônia. Data collection was performed using an electronic form for tutors from the 1st to the 8th period of a private University Center in Northern Brazil. Results: Of the 41 tutors from the 1st to the 8th period, 28 answered the form, giving us a sample of 68.29% participation. Where 92.86% were graduated using the traditional method; 67.86% graduated in medicine who work for 7 years or more as teachers. As for the difficulties perceived in opening and closing problems in the tutorial sessions, 50% have difficulties in brainstorming, leaving the superficial discussion and 67.86% have low power of synthesis, consecutively. Conclusion: The difficulties faced by teachers point to the need for a national effort for professional updating, as well as the need for greater investment in research that focuses on the theme, based on the recognition of its importance and the existing scientific gap.Objetivo: Conocer las dificultades de los profesores en el uso de metodologías activas en el proceso de enseñanza-aprendizaje de sus estudiantes de la carrera de Licenciatura en Medicina. Método: Se realizó un estudio descriptivo y transversal, de carácter cuali-cuantitativo, aprobado por el Comité de Ética del Centro Universitário da Amazônia. La recolección de datos se realizó mediante un formulario electrónico para tutores del 1º al 8º período de un Centro Universitario privado en el Norte de Brasil. Resultados: De los 41 tutores del 1° al 8° periodo 28 respondieron al formulario dándonos una muestra del 68,29% de participación. Donde el 92,86% fueron egresados por el método tradicional; El 67,86% son licenciados en medicina con 7 años o más de docencia. En cuanto a las dificultades percibidas para abrir y cerrar problemas en las sesiones de tutoría, el 50% tiene dificultades para la lluvia de ideas, dejándola para discusión superficial y el 67,86% tiene bajo poder de síntesis, consecutivamente. Conclusión: Las dificultades enfrentadas por los profesores apuntan a la necesidad de un esfuerzo nacional de actualización profesional, así como la necesidad de una mayor inversión en investigaciones que se centren en el tema, a partir del reconocimiento de su importancia y del vacío científico existente.Objetivo: Conhecer as dificuldades dos docentes no uso de metodologias ativas no processo de ensino-aprendizagem dos seus discentes do curso de Bacharelado em medicina. Método: Foi realizado um estudo do tipo descritivo e transversal, com caráter quali-quantitativo, aprovado pelo Comitê de Ética do Centro Universitário da Amazônia. A coleta de dados foi realizada por meio de formulário eletrônico para os tutores do 1º ao 8º período de um Centro Universitário privado, no Norte do Brasil. Resultados: Dos 41 tutores do 1º ao 8º período, 28 responderam ao formulário, dando-nos uma amostra de 68,29% de participação. Onde 92,86% foram graduados pelo método tradicional; 67,86% graduados em medicina que atuam de 7 ou mais anos como docentes. Quanto às dificuldades percebidas nas aberturas e fechamentos dos problemas nas sessões tutoriais, 50% apresentam dificuldades no brainstorm, deixando à discussão superficial e 67,86% apresentam baixo poder de síntese, consecutivamente. Conclusão: As dificuldades enfrentadas pelos docentes apontam para a necessidade de um esforço nacional para a atualização profissional, bem como para a necessidade de um maior investimento em pesquisas que incidam sobre a temática, a partir do reconhecimento de sua importância e da lacuna científica existente.Research, Society and Development2022-05-02info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/2923910.33448/rsd-v11i6.29239Research, Society and Development; Vol. 11 No. 6; e43611629239Research, Society and Development; Vol. 11 Núm. 6; e43611629239Research, Society and Development; v. 11 n. 6; e436116292392525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/29239/25374Copyright (c) 2022 Alessandra do Rosário Brito; Elana Cristina da Silva Penha; Raphaela Thais Santana Pinheiro; Lía Sousa Rocha; Jakeline Lima da Costa Marchezini; Rafael Augusto Jesus Arruda; Ana Paula Silva Feio; Enaile Dias Pontes; Agostinho Rodrigues Mesquita Neto; José Antônio Cordero Silvahttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessBrito, Alessandra do RosárioPenha, Elana Cristina da Silva Pinheiro, Raphaela Thais Santana Rocha, Lía Sousa Marchezini, Jakeline Lima da CostaArruda, Rafael Augusto Jesus Feio, Ana Paula Silva Pontes, Enaile Dias Mesquita Neto, Agostinho Rodrigues Silva, José Antônio Cordero 2022-05-13T18:04:10Zoai:ojs.pkp.sfu.ca:article/29239Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:46:23.223736Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
dc.title.none.fl_str_mv |
The use of active methodologies in the teaching - learning process: intervention proposal El uso de metodologías activas en el proceso de enseñanza - aprendizaje: propuesta de intervención O uso de metodologias ativas no processo de ensino - aprendizagem: proposta de intervenção |
title |
The use of active methodologies in the teaching - learning process: intervention proposal |
spellingShingle |
The use of active methodologies in the teaching - learning process: intervention proposal Brito, Alessandra do Rosário Active methodologies Teachers Teaching-learning process Teaching. Metodologías activas Maestros Proceso de enseñanza-aprendizaje Enseñanza. Metodologias ativas Docentes Processo ensino-aprendizagem Ensino. |
title_short |
The use of active methodologies in the teaching - learning process: intervention proposal |
title_full |
The use of active methodologies in the teaching - learning process: intervention proposal |
title_fullStr |
The use of active methodologies in the teaching - learning process: intervention proposal |
title_full_unstemmed |
The use of active methodologies in the teaching - learning process: intervention proposal |
title_sort |
The use of active methodologies in the teaching - learning process: intervention proposal |
author |
Brito, Alessandra do Rosário |
author_facet |
Brito, Alessandra do Rosário Penha, Elana Cristina da Silva Pinheiro, Raphaela Thais Santana Rocha, Lía Sousa Marchezini, Jakeline Lima da Costa Arruda, Rafael Augusto Jesus Feio, Ana Paula Silva Pontes, Enaile Dias Mesquita Neto, Agostinho Rodrigues Silva, José Antônio Cordero |
author_role |
author |
author2 |
Penha, Elana Cristina da Silva Pinheiro, Raphaela Thais Santana Rocha, Lía Sousa Marchezini, Jakeline Lima da Costa Arruda, Rafael Augusto Jesus Feio, Ana Paula Silva Pontes, Enaile Dias Mesquita Neto, Agostinho Rodrigues Silva, José Antônio Cordero |
author2_role |
author author author author author author author author author |
dc.contributor.author.fl_str_mv |
Brito, Alessandra do Rosário Penha, Elana Cristina da Silva Pinheiro, Raphaela Thais Santana Rocha, Lía Sousa Marchezini, Jakeline Lima da Costa Arruda, Rafael Augusto Jesus Feio, Ana Paula Silva Pontes, Enaile Dias Mesquita Neto, Agostinho Rodrigues Silva, José Antônio Cordero |
dc.subject.por.fl_str_mv |
Active methodologies Teachers Teaching-learning process Teaching. Metodologías activas Maestros Proceso de enseñanza-aprendizaje Enseñanza. Metodologias ativas Docentes Processo ensino-aprendizagem Ensino. |
topic |
Active methodologies Teachers Teaching-learning process Teaching. Metodologías activas Maestros Proceso de enseñanza-aprendizaje Enseñanza. Metodologias ativas Docentes Processo ensino-aprendizagem Ensino. |
description |
Objective: To know the difficulties of teachers in the use of active methodologies in the teaching-learning process of their students in the Bachelor of Medicine course. Method: A descriptive and cross-sectional study was carried out, with a quali-quantitative character, approved by the Ethics Committee of the Centro Universitário da Amazônia. Data collection was performed using an electronic form for tutors from the 1st to the 8th period of a private University Center in Northern Brazil. Results: Of the 41 tutors from the 1st to the 8th period, 28 answered the form, giving us a sample of 68.29% participation. Where 92.86% were graduated using the traditional method; 67.86% graduated in medicine who work for 7 years or more as teachers. As for the difficulties perceived in opening and closing problems in the tutorial sessions, 50% have difficulties in brainstorming, leaving the superficial discussion and 67.86% have low power of synthesis, consecutively. Conclusion: The difficulties faced by teachers point to the need for a national effort for professional updating, as well as the need for greater investment in research that focuses on the theme, based on the recognition of its importance and the existing scientific gap. |
publishDate |
2022 |
dc.date.none.fl_str_mv |
2022-05-02 |
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://rsdjournal.org/index.php/rsd/article/view/29239 10.33448/rsd-v11i6.29239 |
url |
https://rsdjournal.org/index.php/rsd/article/view/29239 |
identifier_str_mv |
10.33448/rsd-v11i6.29239 |
dc.language.iso.fl_str_mv |
por |
language |
por |
dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/29239/25374 |
dc.rights.driver.fl_str_mv |
https://creativecommons.org/licenses/by/4.0 info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
https://creativecommons.org/licenses/by/4.0 |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf |
dc.publisher.none.fl_str_mv |
Research, Society and Development |
publisher.none.fl_str_mv |
Research, Society and Development |
dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 11 No. 6; e43611629239 Research, Society and Development; Vol. 11 Núm. 6; e43611629239 Research, Society and Development; v. 11 n. 6; e43611629239 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
instname_str |
Universidade Federal de Itajubá (UNIFEI) |
instacron_str |
UNIFEI |
institution |
UNIFEI |
reponame_str |
Research, Society and Development |
collection |
Research, Society and Development |
repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
repository.mail.fl_str_mv |
rsd.articles@gmail.com |
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1797052836106731520 |