Navegando por Assunto "Active learning methodologies"

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Ciência com cartas: refletindo sobre a importância do diálogo entre ciência e sociedade com alunos de graduação
(Universidade Federal do Pará, 2021-08-23) GUEDES, Suelen Miyuki Alves; ELIASQUEVICI, Marianne Kogut
From the discussions about science raised by Sala (1974), Auler (2007), Morin (1999, 2003) and Santos (1999, 1989, 2008, 2011), we have reflected that a greater approximation and dialog between science and society is necessary. This is because, historically, scientific knowledge has been constituted separately from both the society and other forms of knowledge, which caused some barriers that have persisted until today, such as the fact that science is considered hermetic and far from the everyday life. From the perspective of science defended by Morin (1999, 2003) and Santos (1999, 1989, 2008, 2011), which states that the construction of knowledge needs to consider the interaction between the individuals, their cultures and all forms of knowledge, our research started from the following question: How to promote an interdisciplinary dialog between science and society, with Higher Education students? Our goal was to dialogically foster discussion about science and the processes involved in its construction, using a deck of cards, respecting the contributions of different forms of knowledge. In this context, the deck of cards entitled "Science in question: dialogues with cards" was created, aimed at higher education professors, from any area of knowledge, to promote reflections on science with undergraduate students in compulsory subjects of Scientific Methodology or Research, and in optional subjects related to science. Concerning the elaboration of the product, we carried out a bibliographic research of theoretical references on science to define the thematic axes to be discussed, and we analyzed materials to choose the best format to use. After this structuring, we submitted the content of the cards for validation by a panel of experts, adjusting, eliminating and adding content based on the suggestions indicated. As a final step, we designed the visual identity of the cards and auxiliary materials, as well as we carried out the study to store the cards in the digital version and build a website for the promotion and dissemination of experiences. As a result, according to the validation of the experts' content, we consider that the product is coherent, being relevant to the proposal and suitable for application in the classroom with undergraduate students. Due to its versatility for use in physical, asynchronous and distance classes, in addition to its open character for the professor to create their own content, it has innovative potential to be appropriated in different contexts of Higher Education.
Acesso aberto (Open Access)
Metodologias ativas de aprendizagem possíveis ao ensino de ciências e matemática
(Universidade Federal de Mato Grosso, 2020-08) ROCHA, Carlos José Tridade da; FARIAS, Sidilene Aquino de
This article is the result of a postdoctoral internship in science and mathematics teaching at the Federal University of Amazonas, and aimed to identify and specify active learning methodologies, considering a set of contextualized practices and techniques, viable to science teaching and mathematics. For this, a qualitative approach methodology with descriptive research characteristics was used. The constitution of the data, comprised the period from 2015 to 2020, selecting texts with direct relations with the theme, through analysis of Systematic Literature Review (SLR). The results identified seventeen active methods that value and are related to student autonomy and protagonism, thus contributing to the study of the theme by teachers and / or teacher trainers, and to the strengthening of scientific education. The active methodologies are represented mainly by models of learning based on projects, collaborative activities and solution of real problems, taking advantage of technological resources, having high pedagogical potential.
Acesso aberto (Open Access)
S.O.S. – Stimulate Our Skills: guia de estratégias didáticas criativas para o ensino e aprendizagem na licenciatura em letras-língua inglesa
(Universidade Federal do Pará, 2021-08-13) MORAES FILHO, Moacir José de Almeida; ARAÚJO, Marcus de Souza; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415
Recent researches state that students entering Higher Education, in undergraduate courses in English Language courses, show difficulties in developing productive skills – speaking and writing. Therefore, this research started from the following focus question: How can we assist students of undergraduate courses in English Language in the development of linguistic skills of speaking and writing in English, through creative didactic activities, based on studies on Active Learning Methodologies and the Communicative Approach? Hence, the general objective outlined was the development of S.O.S. – Stimulate Our Skills, a guide of creative teaching activities to help teachers of undergraduate courses in English Language to foster the development of productive language skills in English in their students, using creative teaching strategies based on Active Learning Methodologies and the Communicative Approach. To this end, I studied theorists and researchers such as Torre (2002), Veit (2017), Lacerda and Santos (2018), Filatro and Cavalcanti (2018), Leal, Miranda and Casa Nova (2019) and Moran (2020), concerning Active Learning Methodologies, and Bygate (1987), Brown (2001), Nunan (2003), Cook (2008), Abreu (2009), Quisen (2015) and Oliveira (2019), on teaching and learning processes of English Language. Regarding the research methodology adopted, it is possible to classify it as a mixed approach, in relation to data collection, and as an applied research, when taking into account the level of investigation. In terms of research objectives, it is considered as descriptive of opinion (ABRANTES, 2007). Among the procedures adopted during the research, there was a participant observation in the English Language II course, offered by the Faculty of Modern Foreign Languages, at the Federal University of Pará, where two creative didactic activities that served as a basis for the development of the other components of the product were tested. As a result, it was observed that even though the traditional teaching methodology is still adopted in some contexts of teaching and learning of English Language in Higher Education, active learning methodologies and creative didactic strategies can contribute to a better interaction between students, fostering autonomy and collaborative learning. In this sense, the proposed educational product has the potential to promote meaningful learning and the development of productive language skills in students of an English Language course.
Acesso aberto (Open Access)
Trilha Viva: dinâmica educacional para (re)aprender a empreender jogando
(Universidade Federal do Pará, 2025-05-23) MENDES, Felipe Teixeira; LOPES, Suzana Cunha; http://lattes.cnpq.br/9267654589941610; https://orcid.org/0000-0002-8363-7562
This study presents the development and validation of Trilha Viva, an educational tool designed to foster entrepreneurship learning among undergraduate Business Administration students in higher education. Based on the integration of active learning methodologies and experiential learning, the research aimed to answer the question: to what extent does a playful strategy, such as Trilha Viva, enhance the teaching-learning process of entrepreneurship? To achieve this objective, a mixed-methods approach was adopted, structured in three stages: initial diagnosis, prototype development, and product testing. The diagnostic phase included surveys administered to students from two higher education institutions, identifying gaps in entrepreneurial education and confirming students’ interest in more dynamic and experiential practices. In the development phase, the product was prototyped based on the identified demands, incorporating playful elements and problem-based situations. The testing phase was conducted using a quasi-experimental strategy, with pre- and post-game assessments to evaluate the impact on the understanding of entrepreneurial competencies. The results indicate that Trilha Viva promoted learning, increased self-awareness of entrepreneurial competencies, and generated engagement among participants, validating the game as an effective active learning tool. Furthermore, the experimental application allowed for adjustments between game versions, improving its pedagogical structure and game mechanics. The research concludes that Trilha Viva contributes to the integration of theory and practice, strengthening entrepreneurship education in higher education and providing methodological support for educators seeking more interactive and contextualized strategies.