Inquiry-based teaching sequences and problem based learning (PBL): methodological theoretical approaches and their contributions to first year medical students

Autor: Magalhães, Prislaine Pupolin
Přispěvatelé: Universidade Estadual Paulista (Unesp), Zuliani, Silvia Regina Quijadas Aro [UNESP]
Jazyk: portugalština
Rok vydání: 2020
Předmět:
Zdroj: Repositório Institucional da UNESP
Universidade Estadual Paulista (UNESP)
instacron:UNESP
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No. of bitstreams: 1 magalhaes_pp_me_bauru.pdf: 8947848 bytes, checksum: 466561ef8bfc65e25c3e31eb81bc2afc (MD5) Previous issue date: 2020-02-28 Submitted by Prislaine Pupolin Magalhães (prislaine.magalhaes@unesp.br) on 2020-03-18T19:07:33Z No. of bitstreams: 1 Dissertação_Prislaine_2020.pdf: 8947848 bytes, checksum: 466561ef8bfc65e25c3e31eb81bc2afc (MD5) Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2020-03-18T19:51:39Z (GMT) No. of bitstreams: 1 magalhaes_pp_me_bauru.pdf: 8947848 bytes, checksum: 466561ef8bfc65e25c3e31eb81bc2afc (MD5) Made available in DSpace on 2020-03-18T19:51:39Z (GMT). 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No. of bitstreams: 1 magalhaes_pp_me_bauru.pdf: 8947848 bytes, checksum: 466561ef8bfc65e25c3e31eb81bc2afc (MD5) Previous issue date: 2020-02-28 Made available in DSpace on 2020-03-18T19:51:39Z (GMT). No. of bitstreams: 1 magalhaes_pp_me_bauru.pdf: 8947848 bytes, checksum: 466561ef8bfc65e25c3e31eb81bc2afc (MD5) Previous issue date: 2020-02-28 Submitted by Prislaine Pupolin Magalhães (prislaine.magalhaes@unesp.br) on 2020-03-18T19:07:33Z No. of bitstreams: 1 Dissertação_Prislaine_2020.pdf: 8947848 bytes, checksum: 466561ef8bfc65e25c3e31eb81bc2afc (MD5) Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2020-03-18T19:51:39Z (GMT) No. of bitstreams: 1 magalhaes_pp_me_bauru.pdf: 8947848 bytes, checksum: 466561ef8bfc65e25c3e31eb81bc2afc (MD5) Made available in DSpace on 2020-03-18T19:51:39Z (GMT). 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No. of bitstreams: 1 magalhaes_pp_me_bauru.pdf: 8947848 bytes, checksum: 466561ef8bfc65e25c3e31eb81bc2afc (MD5) Previous issue date: 2020-02-28 Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2020-03-18T19:51:39Z (GMT) No. of bitstreams: 1 magalhaes_pp_me_bauru.pdf: 8947848 bytes, checksum: 466561ef8bfc65e25c3e31eb81bc2afc (MD5) Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2020-03-18T19:51:39Z (GMT) No. of bitstreams: 1 magalhaes_pp_me_bauru.pdf: 8947848 bytes, checksum: 466561ef8bfc65e25c3e31eb81bc2afc (MD5) Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2020-03-18T19:51:39Z (GMT) No. of bitstreams: 1 magalhaes_pp_me_bauru.pdf: 8947848 bytes, checksum: 466561ef8bfc65e25c3e31eb81bc2afc (MD5) Made available in DSpace on 2020-03-18T19:51:39Z (GMT). No. of bitstreams: 1 magalhaes_pp_me_bauru.pdf: 8947848 bytes, checksum: 466561ef8bfc65e25c3e31eb81bc2afc (MD5) Previous issue date: 2020-02-28 Submitted by Prislaine Pupolin Magalhães (prislaine.magalhaes@unesp.br) on 2020-03-18T19:07:33Z No. of bitstreams: 1 Dissertação_Prislaine_2020.pdf: 8947848 bytes, checksum: 466561ef8bfc65e25c3e31eb81bc2afc (MD5) Made available in DSpace on 2020-03-18T19:51:39Z (GMT). No. of bitstreams: 1 magalhaes_pp_me_bauru.pdf: 8947848 bytes, checksum: 466561ef8bfc65e25c3e31eb81bc2afc (MD5) Previous issue date: 2020-02-28 Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2020-03-18T19:51:39Z (GMT) No. of bitstreams: 1 magalhaes_pp_me_bauru.pdf: 8947848 bytes, checksum: 466561ef8bfc65e25c3e31eb81bc2afc (MD5) Made available in DSpace on 2020-03-18T19:51:39Z (GMT). No. of bitstreams: 1 magalhaes_pp_me_bauru.pdf: 8947848 bytes, checksum: 466561ef8bfc65e25c3e31eb81bc2afc (MD5) Previous issue date: 2020-02-28 Made available in DSpace on 2020-03-18T19:51:39Z (GMT). No. of bitstreams: 1 magalhaes_pp_me_bauru.pdf: 8947848 bytes, checksum: 466561ef8bfc65e25c3e31eb81bc2afc (MD5) Previous issue date: 2020-02-28 Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2020-03-18T19:51:39Z (GMT) No. of bitstreams: 1 magalhaes_pp_me_bauru.pdf: 8947848 bytes, checksum: 466561ef8bfc65e25c3e31eb81bc2afc (MD5) Made available in DSpace on 2020-03-18T19:51:39Z (GMT). No. of bitstreams: 1 magalhaes_pp_me_bauru.pdf: 8947848 bytes, checksum: 466561ef8bfc65e25c3e31eb81bc2afc (MD5) Previous issue date: 2020-02-28 Approved for entry into archive by Lucilene Cordeiro da Silva Messias null (lubiblio@bauru.unesp.br) on 2020-03-18T19:51:39Z (GMT) No. of bitstreams: 1 magalhaes_pp_me_bauru.pdf: 8947848 bytes, checksum: 466561ef8bfc65e25c3e31eb81bc2afc (MD5) Made available in DSpace on 2020-03-18T19:51:39Z (GMT). No. of bitstreams: 1 magalhaes_pp_me_bauru.pdf: 8947848 bytes, checksum: 466561ef8bfc65e25c3e31eb81bc2afc (MD5) Previous issue date: 2020-02-28 Made available in DSpace on 2020-03-18T19:51:39Z (GMT). No. of bitstreams: 1 magalhaes_pp_me_bauru.pdf: 8947848 bytes, checksum: 466561ef8bfc65e25c3e31eb81bc2afc (MD5) Previous issue date: 2020-02-28 As universidades estão enfrentando desafios ao educar os estudantes para se tornarem aprendizes ao longo da vida e especialistas versáteis em seus próprios campos. No tocante ao ensino de medicina nota-se que a PBL (Aprendizagem Baseada em Problemas) tem sido adotada em diversas instituições e atende as exigências presentes nas diretrizes curriculares oficiais para estes cursos, pois promove a integração entre teoria e prática, além de incentivar a autonomia, pesquisa e interdisciplinaridade. Preconiza-se a aprendizagem centrada no aluno, em um ambiente onde professor é o agente facilitador, que conduz de forma gradual a aprendizagem. Apesar de haver muitos trabalhos apontando a eficácia da PBL, constatamos uma carência em relação a propostas que apontem estratégias metodológicas que de fato auxiliem os alunos, principalmente nos anos iniciais, onde sofrem com as mudanças didático pedagógicas. Nesse sentido, buscamos nesta pesquisa as potencialidades da inserção das SEI (Sequências de Ensino Investigativas) nos currículos PBL, para alunos em fase inicial de formação. A SEI proposta foi desenvolvida em seis aulas detalhadas neste trabalho. As aulas foram problematizadas e contextualizadas às temáticas Proteinúria e Diabetes, o que despertou o interesse dos alunos do primeiro ano do curso de Medicina de uma Instituição Pública do interior de São Paulo. Após sua aplicação realizamos a coleta de dados. Docentes do módulo Sistemas Orgânicos Integrados foram entrevistados, um da área básica e o outro da área clínica e também formam aplicados questionários aos estudantes, totalizando 24 participantes. A análise de conteúdo resultou em quatro categorias. Assim como a fundamentação teórica, os resultados apresentaram grandes aproximações didático-metodológicas entre as duas propostas pedagógicas (SEI e PBL). Assim como é objetivo da PBL, a SEI também se mostrou eficiente em promover um aumento de motivação intrínseca, integrando conteúdos dos ciclos básico e profissionalizante (clínico), tendo a participação ativa dos estudantes e promovendo a interação entre os pares e o docente. Dentre as várias habilidades desenvolvidas nesta proposta, podemos citar a aprendizagem de conteúdos procedimentais, com ênfase nos conteúdos básicos. Nossos resultados também apontaram que os estudantes e docentes carecem de preparação e adaptação didático-pedagógica. Diante das evidências encontradas, podemos dizer que a SEI se mostrou como uma proposta metodológica efetiva para reaproximar conteúdos, desenvolver novas habilidades podendo ser usada como estratégia metodológica adaptativa para a imersão dos participantes na proposta PBL. Desta maneira, podemos concluir que inseridas na PBL as SEI são uma alternativa interessante para atender aos anseios de uma geração tecnológica, criativa e desafiadora. Universities are facing challenges in educating students to become lifelong learners and versatile experts in their own fields. Regarding the teaching of medicine, it is noted that the PBL (Problem Based Learning) has been adopted in several institutions and meets the requirements present in the official curriculum guidelines for these courses, as it promotes the integration between theory and practice, in addition to encouraging autonomy, research and interdisciplinarity. Student-centered learning is recommended, in an environment where the teacher is the facilitating agent, who gradually conducts the learning. Although there are many studies pointing out the effectiveness of PBL, we found a gap in relation to methodological proposals that point to strategies that actually help students, especially in the early years, where they suffer from pedagogical didactic changes. In this sense, we seek in this research the potential of the insertion of Inquiry-based TLS (Inquiry-based Teaching-learning Sequences) in the PBL curricula, for students in the initial stage of formation. The proposed SEI was developed in six classes detailed in this work. The classes were problematized and contextualized to the themes Proteinuria and Diabetes, which aroused the interest of students in the first year of the course of Medicine at a Public Institution in the interior of São Paulo State. After its application, we performed data collection. Teachers from the Integrated Organic Systems module were interviewed, one from the basic area and the other from the clinical area and also had applied questionnaires to students, totaling 24 participants. Posteriori content analysis resulted in four categories. As well as the theoretical foundation, the results showed great didactic-methodological approaches between the two pedagogical proposals (Inquiry-based TLS and PBL). As is the objective of PBL, Inquiry-based TLS also proved to be efficient in promoting an increase in intrinsic motivation, integrating content from the basic and professional (clinical) cycles, having the active participation of students and promoting interaction between peers and the teacher. Among the various skills developed by this proposal, we can mention the learning of procedural content, with emphasis on basic content. Our results also pointed out that students and teachers lack preparation and didacticpedagogical adaptation. Given the evidence found, we can say that Inquiry-based TLS proved to be an effective methodological proposal to reconnect content, develop new skills and can be used as an adaptive methodological strategy for the immersion of participants in the PBL proposal. In this way, we can conclude that inserted in the PBL, Inquiry-based TLS are an interesting alternative to meet the desires of a technological, creative and challenging generation.
Databáze: OpenAIRE
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