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Aprendizagem cooperativa no ensino de química: investigando uma atividade didática elaborada no formato jigsaw; Cooperative learning in chemistry teaching: investigating a didactic activity elaborate on jigsaw format

Teodoro, Daniel Lino
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 10/02/2011 PT
Relevância na Pesquisa
66.44%
Desde o início da década de setenta, a discussão a respeito das formas de organização e da efetividade das atividades didáticas pautadas nos princípios da aprendizagem cooperativa vem se destacando em vários países europeus e na América do Norte, entretanto no Brasil são ainda escassas as pesquisas dedicadas à temática, especialmente no ensino de Química.
A aprendizagem cooperativa apresenta como característica chave a sua natureza social, pois os estudantes interagem e compartilham suas ideias melhorando sua compreensão individual e mútua. Nesse contexto, aplicamos uma atividade didática de caráter cooperativo (formato jigsaw), em disciplina de comunicação científica oferecida a graduandos em Química, na qual investigamos a dinâmica das interações estabelecidas entre os alunos, dentro dos seus respectivos grupos, a partir da análise das seguintes dimensões: funções da fala, processamento cognitivo e processamento social. Para tanto, nos baseamos no Modelo Analítico proposto por Kumpulainen e Mutanen. De forma complementar, analisamos as percepções dos alunos com relação à atividade.
As interações foram realizadas apresentando como predominante o processamento social do tipo colaborativo e os alunos fizeram uso das funções de fala de forma igualitária. Estas foram também marcadas pela presença do processamento cognitivo exploratório...

Aprendizagem cooperativa: um experimento no ensino de contabilidade; Cooperative learning: an experiment in teaching accounting

Lima, Silene Jucelino de
Fonte: Biblioteca Digitais de Teses e Dissertações da USP Publicador: Biblioteca Digitais de Teses e Dissertações da USP
Tipo: Dissertação de Mestrado Formato: application/pdf
Publicado em 03/12/2012 PT
Relevância na Pesquisa
66.48%
Devido à grande discrepância entre os métodos de ensino atuais e a forma como ocorre a atuação profissional do contador, destaca-se a necessidade de estudar métodos que estimulem a interação social e facilitem a cooperação entre os estudantes. Neste cenário, a presente pesquisa dedica-se ao estudo da aprendizagem cooperativa, tema já consolidado no ensino de inúmeras disciplinas de nível secundário, porém recente no ensino superior de contabilidade e com resultados ainda controversos. O objetivo principal é avaliar se a utilização da aprendizagem cooperativa proporciona melhoria na aprendizagem dos alunos de Ciências Contábeis. Para isso, foram escolhidos dois níveis das habilidades intelectuais mais elevadas da taxonomia de Bloom: aplicação e análise. O referencial teórico se baseia na literatura sobre aprendizagem cooperativa, taxonomia de Bloom, estilos de aprendizagem e o problema de gerenciamento de conflitos em grupos conhecido como "Paradoxo de Abilene". O experimento foi realizado em uma turma do 1º semestre do curso noturno de Ciências Contábeis da FEA-USP. A amostra inicial era composta por 43 alunos e a final por 36. Os alunos foram divididos em dois grupos: experimental (aprendizagem cooperativa) e controle (aprendizagem individual)...

A Comparison Between a Personalized System of Instruction (PSI) and Cooperative Learning in Teaching Computer Literacy

Martin, Nathaniel G.
Fonte: University of Rochester. Computer Science Department. Publicador: University of Rochester. Computer Science Department.
Tipo: Relatório
ENG
Relevância na Pesquisa
66.35%
A Personalized System of Instruction (PSI) is a student-paced method of teaching in which students progress by displaying mastery of written material. Cooperative Learning is a method of instruction in which students work in groups to help each other study. In the Fall of 1996, a computer literacy course in which half of the students followed a PSI curriculum and the other half followed a Cooperative Learning curriculum was offered. Data from this experiment showed several statistically significant differences between the two curricula in student satisfaction as measured by end-of-the-semester course evaluation forms. These questionnaires indicated that students felt that the PSI classes increased their knowledge at the 99\% confidence level. They also indicated that students felt that the PSI course procedures better supported course objectives, that the PSI course required more work, and that it was easier to get answers from the TAs in the PSI classes at the 95\% confidence level. The data also showed statistically significant evidence that students learned more from the PSI curriculum as measured by exams. Analysis of rosters from the programming class offered the following semester showed no statistically significant difference between the proportion of the PSI students who took the programming class and the proportion of the cooperative learning students who took the programming class.

Ambientes distribuídos em realidade virtual como suporte à aprendizagem cooperativa para a resolução de problemas; Distributed environment in virtual reality as support the cooperative learning for the problems solving

Silva, Luciano Ferreira
Fonte: Universidade Federal de Uberlândia Publicador: Universidade Federal de Uberlândia
Tipo: Tese de Doutorado
POR
Relevância na Pesquisa
66.3%
Um grande número de pesquisadores acredita que a resolução de problemas é inerente a grande parte dos processos de ensino e aprendizagem. Considera-se ainda, que esta metodologia apresenta uma maior eficácia quando aplicada cooperativamente, ou seja, um aprendiz melhora o seu desempenho, em resolver problemas, quando realiza esta atividade em cooperação com outros aprendizes. No contexto do desenvolvimento de sistemas computacionais aplicados ao ensino, a Realidade Virtual (RV) vem se destacando como uma tecnologia que motiva o aprendiz, uma vez que ela permite a navegação, visualização, manipulação e interação com objetos virtuais de seus cenários de aprendizagem. Neste contexto, este trabalho apresenta uma proposta que viabiliza o uso da RV para oferecer suporte à resolução de problemas por meio da aprendizagem cooperativa. Para tal, serão considerados os fundamentos da aprendizagem por experimentação e a efetividade de teorias e princípios pedagógicos construtivistas. Como estudo de casos optou-se por desenvolver o projeto no âmbito da Física. O presente trabalho aborda e fundamenta a sua proposta, por meio da descrição do estado da arte da pesquisa nesta área, efetua uma análise e fornece especificações do projeto...

Internetgestütztes Computer Supported Cooperative Learning : Grundlagen, Konzept und Prototyp; Internet supported Computer Supported Cooperative Learning

Altenburger, Andreas
Fonte: Universidade de Tubinga Publicador: Universidade de Tubinga
Tipo: Dissertação
DE_DE
Relevância na Pesquisa
66.44%
Betriebliche Weiterbildung ist notwendig, aber zugleich auch mit hohen Kosten verbunden. Der Gedanke, Kosten durch eine "Virtualisierung" von Weiterbildungsangeboten zu senken, ist daher nahe liegend. Internetgestütztes CSCL (Computer Supported Cooperative Learning) stellt einen solchen Ansatz dar. So können zum Beispiel bei virtuellen Seminaren die Reisekosten der Teilnehmer, die Reisezeit und die Seminarräume eingespart werden. Weiterhin besteht in internetgestützten Lernumgebungen die Möglichkeit, verteilte und asynchrone Lernsituationen zu schaffen, die in "klassischen" Seminaren nicht möglich sind. Gleichzeitig werden durch die Bereitstellung der technischen Infrastruktur und der möglicherweise notwendigen Aufbereitung von Materialien auch zusätzliche Kosten verursacht. Weiterhin ist zu beachten, dass Lernen am Computer per se nicht automatisch zu gleichen oder gar besseren Lernergebnissen im Vergleich zu "klassischen" Lernsituationen führt. Ergebnis der vorliegenden Arbeit ist ein Konzept zur Gestaltung einer internetgestützten kooperativen Lernumgebung. Durch die Berücksichtigung von Forschungsergebnissen aus Wirtschaftsinformatik, CSCW- und CSCL-Forschung, Pädagogik und Soziologie wird eine effektive und effiziente Wissensvermittlung sichergestellt und die oben genannten Risiken internetgestützter Lernumgebungen minimiert. Die Arbeit verfolgt einem anthropozentrischen Ansatz...

Determinantes en la Eficacia del Aprendizaje Cooperativo. Una experiencia en el EEES.; Factors in cooperative learning efficiency. An experience in the EHEA

León del Barco, Benito; Felipe Castaño, Elena; Iglesias Gallego, Damián; Marugán de Miguelsanz, Montserrat
Fonte: Universidade de Múrcia Publicador: Universidade de Múrcia
Tipo: Artigo de Revista Científica Formato: application/pdf
SPA
Relevância na Pesquisa
66.32%
This study is part of the research on factors which mediate in the effectiveness of learning. Through an analysis of structural equations we expect to find an explanatory model of the efficiency in cooperative learning situations through group communication, and interdependence and responsibility of team members. 120 students aged 18 to 44 were involved. They were randomly selected from a total of 425 first-year students in the degrees Pre-School Education and Primary Education. We designed the following questionnaire: Scale of Communication and Interdependence in Cooperative Learning and Scale of Group Efficiency. The results of the model of structural equations show that communication between team members predicts interdependence and responsibility (b =.85). Furthermore, the data show the importance of responsibility and interdependence in team efficiency (b=.82).; 800x600 Nuestro trabajo se encuadra dentro de las investigaciones relacionadas con los factores que median la eficacia del aprendizaje y pretendemos encontrar, a través de un análisis de ecuaciones estructurales, un modelo explicativo de la eficacia en situaciones de aprendizaje cooperativo mediante la comunicación del grupo, la interdependencia de los miembros del equipo y la responsabilidad. Participan 120 estudiantes de edades comprendidas entre 18 y 44 años...

Innovación en aulas de Educación Primaria: aprendizaje cooperativo y flipped classroom; Innovation in Primary Education classrooms: cooperative learning and flipped classroom

Carrillo Jácome, Gustavo
Fonte: Universidade de Cantabria Publicador: Universidade de Cantabria
Tipo: Trabalho de Conclusão de Curso
SPA
Relevância na Pesquisa
66.33%
Resumen: La metodología empleada dentro de las aulas de Educación Primaria es uno de los requisitos educativos más importantes e influyentes para coordinar adecuadamente el proceso de enseñanza-aprendizaje. Es por ello que el presente trabajo analiza la conceptualización, contextualización, ventajas y desventajas, y ejes centrales del aprendizaje cooperativo y la flipped classroom con el objetivo de diseñar una guía de buenas prácticas que ayude a los docentes a fusionar las citadas metodologías, teniendo en cuenta elementos didácticos tales como objetivos, competencias, contenidos, recursos tecnológicos y criterios de evaluación. Además, la estructura y contenido de la guía de buenas prácticas se basa en los resultados obtenidos tanto en una revisión de la literatura ad hoc, como en la aplicación de un grupo de discusión y dos entrevistas individuales a docentes de Educación Primaria de un colegio concertado de la ciudad de Santander. Los resultados de dicha investigación cualitativa manifiestan las inquietudes del profesorado entrevistado acerca del empleo de metodologías emergentes como la flipped classroom y su combinación con el aprendizaje cooperativo y las TIC, además de una preocupación por la actuación de otros agentes educativos como estudiantes y familias. Las conclusiones obtenidas reflejan tanto la viabilidad para llevar a cabo dichas metodologías dentro de las aulas de Educación Primaria...

Mi restaurante británico. Aproximación a la cultura de L2/LE a través del aprendizaje cooperativo.; My british restaurant. An approach to L2/FL culture through cooperative learning.

Pérez García, Marta
Fonte: Universidade de Cantabria Publicador: Universidade de Cantabria
Tipo: Trabalho de Conclusão de Curso
SPA
Relevância na Pesquisa
66.35%
RESUMEN: El presente trabajo pretende dar una amplia visión del aprendizaje cooperativo mediante el análisis de sus orígenes, sus ventajas y los aspectos más importantes de este, para promover y facilitar su puesta en práctica en un aula de Educación Primaria. Tras el análisis teórico se presenta una propuesta didáctica concreta que integra este tipo de aprendizaje con el uso de las nuevas tecnologías. Las WebQuests son unas excelentes herramientas que permiten trabajar de manera cooperativa cualquier área de conocimiento, y especialmente las lenguas extranjeras. Mi propuesta pretende trabajar la cultura inglesa mediante el uso de las nuevas tecnologías combinadas con el aprendizaje cooperativo.; ABSTRACT: This project tries to give a broad overview of the cooperative learning approach, by analyzing its origins, its advantages and its most important aspects, to promote and facilitate its implementation in a Primary Education classroom. After the theoretical analysis, I present a specific methodological approach that integrates this type of learning. WebQuests are excellent tools that allow working any area of knowledge and especially foreign languages, in a cooperative way. My proposal works English culture through the use of the new technologies combined with cooperative learning.; Grado en Magisterio en Educación Primaria

El huerto escolar. Una propuesta didáctica para promover la educación inclusiva a través del aprendizaje cooperativo; The school garden. A teaching proposal to promote inclusive education through cooperative learning

Díaz Marqués, Carla
Fonte: Universidade de Cantabria Publicador: Universidade de Cantabria
Tipo: Trabalho de Conclusão de Curso
SPA
Relevância na Pesquisa
66.35%
RESUMEN El presente trabajo trata de explicar cómo a través del Aprendizaje Cooperativo (base metodológica), es posible alcanzar una Educación Inclusiva en la que los alumnos trabajen en equipo, participen activamente y se de una educación para todos. Para ello, se ha estructurado el trabajo en dos partes diferenciadas. La primera parte se basa en una revisión bibliográfica acerca de la Educación Inclusiva y el Aprendizaje Cooperativo donde se explicará la estrecha relación entre ambos, así como, la importancia de trabajar en equipo. Y, en la segunda parte, encontraremos una propuesta didáctica sobre un Huerto Escolar, la cual estará basada en el Aprendizaje Cooperativo. Ofreciendo así, una propuesta práctica a aquellos centros que desean trabajar a través de la cooperación con el fin de fomentar una escuela inclusiva.; ABSTRACT This paper tries to explain how through Cooperative Learning (methodological basis), you can achieve inclusive education in which students work in teams, and actively participate in an equal education, education for all. To this end, the work is structured in two parts. The first part consists of a literature review on Inclusive Education and Cooperative Learning where the close relationship between the two will be explained as well as the importance of teamwork. And in the second part...

Cooperative learning in higher education using weblogs : a study with undergraduate students of education in Portugal

Coutinho, Clara Pereira
Fonte: Universidade do Minho Publicador: Universidade do Minho
Tipo: Conferência ou Objeto de Conferência
Publicado em 12/07/2007 ENG
Relevância na Pesquisa
66.33%
This paper presents an experience of internet integration in an Education Program of the University of Minho, Braga, Portugal. The project was developed in the first semester of 2006/2007 and integrated 23 undergraduate students who attended Educational and Communication Technology (ECT) class. Students, in small groups, were encouraged to set up and maintain a weblog as a portfolio of the team work. Cooperative learning was the central object of study: students worked together to maximize their own and each other's learning. At the end of the semester students filled a five-point Likert scale online questionnaire evaluating four dimensions of the experience: a) weblogs as educational/communicational tools; b) weblogs in ECT course; c) weblogs and the future of the profession and, d) weblogs and cooperative learning. The results show up that weblogs are versatile educational tools that can promote learning whilst developing social skills.

Towards a complex model of cooperative learning

Arató, Ferenc
Fonte: CIED – Centro Interdisciplinar de Estudos Educacionais/Escola Superior de Educação de Lisboa Publicador: CIED – Centro Interdisciplinar de Estudos Educacionais/Escola Superior de Educação de Lisboa
Tipo: Artigo de Revista Científica
Publicado em /03/2013 ENG
Relevância na Pesquisa
66.55%
Este artigo é uma introdução à teoria do paradigma desconstrutivo de aprendizagem cooperativa. Centenas de estudos provam com evidências o facto de que as estruturas e os processos de aprendizagem cooperativa aumentam o desempenho académico, reforçam as competências de aprendizagem ao longo da vida e desenvolvem competências sociais, pessoais de cada aluno de uma forma mais eficaz e usta, comparativamente às estruturas tradicionais de aprendizagem nas escolas. Enfrentando os desafios dos nossos sistemas educativos, seria interessante elaborar o quadro teórico do discurso da aprendizagem cooperativa, dos últimos 40 anos, a partir de um aspeto prático dentro do contexto teórico e metodológico. Nas últimas décadas, o discurso cooperativo elaborou os elementos práticos e teóricos de estruturas e processos de aprendizagem cooperativa. Gostaríamos de fazer um resumo desses elementos com o objetivo de compreender que tipo de mudanças estruturais podem fazer diferenças reais na prática de ensino e aprendizagem. Os princípios básicos de estruturas cooperativas, os papéis de cooperação e as atitudes cooperativas são os principais elementos que podemos brevemente descrever aqui, de modo a criar um quadro para a compreensão teórica e prática de como podemos sugerir os elementos de aprendizagem cooperativa na nossa prática em sala de aula. Na minha perspetiva...

El aprendizaje cooperativo y la inclusión en Educación Primaria; Cooperative learning and inclusion in Primary Schools

Vian Ceballos, Aida
Fonte: Universidade de Cantabria Publicador: Universidade de Cantabria
Tipo: Trabalho de Conclusão de Curso
SPA
Relevância na Pesquisa
66.4%
RESUMEN En este trabajo se muestra qué es el aprendizaje cooperativo además de los tipos que le caracterizan. También aparecen las ventajas e inconvenientes que conllevan el uso del aprendizaje cooperativo en las aulas y la relación que tiene con la inclusión educativa. Asimismo, se encuentra en primera plana el concepto de inclusión para así demostrar cómo el aprendizaje cooperativo y la inclusión educativa están interrelacionadas, lo cual puede ser positivo para el alumnado. Se debe agregar que a lo largo de este trabajo se enseña cuál es la visión del profesorado de un centro educativo y de su alumnado en prácticas de la inclusión educativa, el aprendizaje cooperativo y el trabajo grupal por medio de una encuesta abierta. Además, se ha observado qué aspectos consideran indispensables para que se pueda desarrollar el aprendizaje cooperativo en un aula, las ventajas e inconvenientes de esta estrategia y si se puede realizar como medida de atención a la diversidad. Cabe destacar que se expone una propuesta de innovación en la que se desarrollan una serie de actividades en áreas instrumentales para crear aulas más inclusivas, es decir, son ejercicios en las que todo el alumnado tiene cabida y todos son igual de imprescindibles e importantes. Asimismo...

Adapting cooperative learning to teach software architecture in multiple-role teams

Chenoweth, Steve; Ardis, Mark; Dugas, Cheryl
Fonte: American Society for Engineering Education Publicador: American Society for Engineering Education
Tipo: Proceedings
EN_US
Relevância na Pesquisa
66.47%
The software architecture process depends on successful teamwork involving cooperation among members of the design team, cooperation between the design team and the clients, and cooperation between the design team and the development organization. Cooperative learning is a pedagogy that directly supports this type of teamwork. Through cooperative learning students realize their interdependence, practice face-to-face communication, recognize their individual accountability to the success of the group, practice interpersonal and small-group skills, and engage in frequent reflective processing of their achievements. We have adapted cooperative learning to teach software architecture in two undergraduate software engineering programs. In traditional cooperative learning, students work on one team for an extended period. This helps foster acceptance of individual differences and promotes successful teamwork. In our courses we kept students together on the same teams, but we wanted students to play multiple roles: clients, architects, and developers. So, we let the teams change roles during the course. That is, for each project one team played the role of architects, while other teams played the roles of clients and developers. Student teams rotated roles on different projects throughout the term. A further variation in cooperative learning is that...

EFFECTIVE LEARNING ENVIRONMENT MANAGEMENT THROUGH THE IMPLEMENTATION OF ONLINE COOPERATIVE LEARNING TOOLS AT HIGHER SCHOOLS

Miroslaw Czapka; Silesian College of Economics and Administration in Bytom; Luis Ochoa Siguencia; Silesian College of Economics and Administration in Bytom; Renata Ochoa Daderska
Fonte: Revista de Administração e Negócios da Amazônia Publicador: Revista de Administração e Negócios da Amazônia
Tipo: Artigo Avaliado por Pares; Formato: application/pdf
Publicado em 25/05/2010 EN
Relevância na Pesquisa
66.42%
This article describes how the Internet has been used as an instrument for the implementation of the online environment in cooperative learning, to encourage the effective learning among students towards the "Occupational health and safety management in the production process" at Silesian College of Economics and Administration in Bytom - Poland. Interactions that occurred among students and between students and teachers illustrate how cooperative learning , aimed to solve the problem, can be supported by using the tool, which is Pbworks. The content of the course focuses on learning based on the use of technology, thus enabling students to enter into authentic learning environment. For the purpose of the article , qualitative and quantitative researches were used, conducted among students, which show from their perspective the benefits of creating an effective learning environment with the use of cooperative online tools Pbworks.

Introduction: cooperative learning

Serrano,José-Manuel; Pons,Rosa-María
Fonte: Anales de Psicología Publicador: Anales de Psicología
Tipo: info:eu-repo/semantics/article; journal article; info:eu-repo/semantics/publishedVersion Formato: text/html; application/pdf
Publicado em 01/10/2014 ENG
Relevância na Pesquisa
66.32%
The principal objective of this revision is the recognition of cooperative learning as a highly effective strategy for the accomplishment of the general goals in learning. The different investigations assessed validate the potential that a cooperative organization of the classroom could entail for academic achievement, self-esteem, interpersonal attraction or social support. The solidity of the existing research contributes to its external and internal validity and, thus, to conclude that the results are consistent and can be extrapolated to different cultures, ethnic groups or countries.

Cooperative learning and academic achievement: why does groupwork work?

Slavin,Robert E.
Fonte: Anales de Psicología Publicador: Anales de Psicología
Tipo: info:eu-repo/semantics/article; journal article; info:eu-repo/semantics/publishedVersion Formato: text/html; application/pdf
Publicado em 01/10/2014 ENG
Relevância na Pesquisa
66.35%
Cooperative learning refers to instructional methods in which students work in small groups to help each other learn. Four major theoretical perspectives on achievement effects of cooperative learning are reviewed: Motivational, social cohesion, developmental, and cognitive elaboration. Evidence from practical classroom research primarily supports the motivational perspective, which emphasizes the use of group goals and individual accountability for group success. However, there are conditions under which methods derived from all four theoretical perspectives contribute to achievement gain. This chapter reconciles these perspectives in a unified theory of cooperative learning effects.

Developments in cooperative learning: review of research

Gillies,Robyn M.
Fonte: Anales de Psicología Publicador: Anales de Psicología
Tipo: info:eu-repo/semantics/article; journal article; info:eu-repo/semantics/publishedVersion Formato: text/html; application/pdf
Publicado em 01/10/2014 ENG
Relevância na Pesquisa
66.45%
Cooperative learning, where students work in small groups to accomplish shared goals, is widely recognized as a teaching strategy that promotes learning and socialization among students from kindergarten through college and across different subject domains. It has been used successfully to promote reading and writing achievements, understanding and conceptual development in science classes, problem-solving in mathematics, and higher-order thinking and learning to name just a few. It has been shown to enhance students' willingness to work cooperatively and productively with others with diverse learning and adjustment needs and to enhance intergroup relations with those from culturally and ethnically different backgrounds. It has also been used as a teaching strategy to assist students to manage conflict and to help students identified as bullies learn appropriate interpersonal skills. In fact, it has been argued that cooperative learning experiences are crucial to preventing and alleviating many of the social problems related to children, adolescents, and young adults. There is no doubt that the benefits attributed to cooperative learning are widespread and numerous and it is the apparent success of this approach to learning that has led to it being acclaimed as one of the greatest educational innovations of recent times. The purpose of this paper is not only to review developments in research on cooperative learning but also to examine the factors that mediate and moderate its success. In particular...

Cooperative learning in 21st century

Johnson,David W.; Johnson,Roger T.
Fonte: Anales de Psicología Publicador: Anales de Psicología
Tipo: info:eu-repo/semantics/article; journal article; info:eu-repo/semantics/publishedVersion Formato: text/html; application/pdf
Publicado em 01/10/2014 ENG
Relevância na Pesquisa
66.4%
The 21st century brings four important challenges in which cooperation plays a central role: (1) a rapidly increasing global interdependence that will result in increasing local diversity as well as more frequent and intense conflicts, (2) the increasing number of democracies throughout the world, (3) the need for creative entrepreneurs, and (4) the growing importance of interpersonal relationships that affect the development of personal identity. The tools for meeting these challenges include cooperative learning. In this article the nature of cooperative learning will be reviewed, the underlying theory of social interdependence will be discussed, and the results of the research on cooperative learning will be briefly reviewed. The way in which cooperative learning contributes to meeting the four challenges will then be discussed.

A case-based, small-group cooperative learning course in preclinical veterinary science aimed at bridging basic science and clinical literacy

Schoeman,J P; van Schoor,M; van der Merwe,L L; Meintjes,R A
Fonte: Journal of the South African Veterinary Association Publicador: Journal of the South African Veterinary Association
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/01/2009 EN
Relevância na Pesquisa
66.3%
In 1999 a dedicated problem-based learning course was introduced into the lecture-based preclinical veterinary curriculum of the University of Pretoria. The Introduction to Clinical Studies Course combines traditional lectures, practical sessions, student self-learning and guided tutorials. The self-directed component of the course utilises case-based, small-group cooperative learning as an educational vehicle to link basic science with clinical medicine. The aim of this article is to describe the objectives and structure of the course and to report the results of the assessment of the students' perceptions on some aspects of the course. Students reacted very positively to the ability of the course to equip them with problem-solving skills. Students indicated positive perceptions about the workload of the course. There were, however, significantly lower scores for the clarity of the course objectives. Although the study guide for the course is very comprehensive, the practice regarding the objectives is still uncertain. It is imperative to set clear objectives in non-traditional, student-centred courses. The objectives have to be explained at the outset and reiterated throughout the course. Tutors should also communicate the rationale behind problem-based learning as a pedagogical method to the students. Further research is needed to verify the effectiveness of this course in bridging the gap between basic science and clinical literacy in veterinary science. Ongoing feedback and assessment of the management and content are important to refine this model for integratingbasic science with clinical literacy.

Cooperative learning strategies to teach nutrition to geriatric nursing staff

Arroyo,Marta; Rocandio,Ana Mª; Ansotegui,Laura; Pascual,Estíbaliz; Martínez de la Pera,Concepción
Fonte: Sociedad Latinoamericana de Nutrición Publicador: Sociedad Latinoamericana de Nutrición
Tipo: Artigo de Revista Científica Formato: text/html
Publicado em 01/03/2008 EN
Relevância na Pesquisa
66.33%
The objective of this study was to test the hypothesis that cooperative learning strategies will help to increase nutrition knowledge of nurses and nursing assistants caring for the elderly in different institutional communities of the Basque Country, Spain. The target population was a sample of volunteers, 16 nurses and 28 nursing assistants. Training consisted of 12 nutrition education sessions using cooperative strategies conducted over a period of 3 consecutive weeks. The assessment instruments included two pretest and two posttest questionnaires with questions selected in multiplechoice format. The first questionnaire was about general knowledge of applied nutrition (0-88 point scale) and the second one on geriatric nutrition knowledge (0-18 point scale). Data were analyzed using SPSS vs. 11.0. The outcomes indicated a significant increase in general nutrition knowledge (difference between the pre- and posttest mean score: 14.5±10.1; P<0.001) and in geriatric nutrition knowledge for all participants (difference between the pre- and post-test mean score: 4.6±4.6; P<0.001). So the results indicated that cooperative learning strategies could improve the nutrition knowledge of nursing staff. Additionally, the results of this study provide direction to continuing nutrition education program planners regarding appropriate content and methodology for programs.