Tutoría entre pares y enseñanza justo a tiempo en cursos iniciales universitarios

2019 ◽  
Author(s):  
Zuleyka Suárez Valdés-Ayala
Keyword(s):  
Costa Rica ◽  
Peer Instruction ◽  
Just In Time ◽  
Teaching Learning

En los cursos Matemática General, Matemática básica para Administración y Cálculo Diferencial e Integral del Instituto Tecnológico de Costa Rica, se implementan desde el 2015, dos metodologías para la enseñanza: el aprendizaje entre pares (Peer Instruction) y la enseñanza justo a tiempo (Just in Time Teaching Learning). Mediante una encuesta anónima, se muestra el punto de vista de los estudiantes, los cuales se sienten motivados por la aplicación de nuevas metodologías para aprender en el aula. De igual forma, los docentes se percatan de que al aplicar estas metodologías, la asistencia al curso permanece constante y se evidencia que las mismas generan beneficios cualitativos y cuantitativos en el curso.

scholarly journals Using Just-in-Time Teaching and Peer Instruction in a Residency Program’s Core Curriculum

2015 ◽  
Vol 90 (3) ◽  
pp. 384-391 ◽  
Author(s):  
Mary C. Schuller ◽  
Debra A. DaRosa ◽  
Marie L. Crandall
Keyword(s):  
Core Curriculum ◽  
Peer Instruction ◽  
Just In Time

scholarly journals Effect of the use of a model with peer instruction for the teaching of membrane potential and action potential

2018 ◽  
Vol 42 (4) ◽  
pp. 661-667 ◽  
Author(s):  
Fabíola da Silva Albuquerque ◽  
Temilce Simões de Assis ◽  
Francisco Antônio de Oliveira Júnior ◽  
Maria Regina de Freitas ◽  
Rita de Cássia da Silveira e Sá ◽  
...  
Keyword(s):  
Action Potential ◽  
Student Performance ◽  
Performance Model ◽  
Peer Instruction ◽  
Control Group ◽  
Northeast Brazil ◽  
Model Group ◽  
The Subject ◽  
Teaching Learning ◽  
Undergraduate Programs

A group of teachers from Northeast Brazil developed a model of membrane potentials and action potential and tested the hypothesis that using the peer-instruction model would provide a better performance for students in reading traditional texts and lectures. The results were obtained from 357 students from 20 different courses in 9 different undergraduate programs. All students attended two 100-min theoretical lecture and, at the end of the second lecture, were asked to answer a multiple-choice question (a pretest). In the following lecture, students were divided into three groups: control, text, and model. At the end of the lecture, everyone responded to a posttest. Student performance in the pretest did not differ significantly between groups. In the comparison between the pretest and the posttest, students in the model and text groups significantly improved their performance, but there was no improvement in the control group. In the posttest, the model group presented a better performance than the control group. In the evaluation of the strategies used, 46% of the students indicated that the text would be very useful to remind them about the subject in the future, whereas 80% of those who used the model indicated that it would be very useful or extremely useful. useful. Although it was not possible to support the hypothesis conclusively, the performance model group, at least in part, was due to the use of active methodologies that constitute a differential in the teaching-learning process.

scholarly journals OLIMPIADAS COSTARRICENSES DE CIENCIAS BIOLÓGICAS COMO PROCESO FUNDAMENTAL EN EL MEJORAMIENTO DE LA CALIDAD EDUCATIVA SECUNDARIA DE COSTA RICA EN EL ÁREA DE LA BIOLOGÍA. COSTA RICAN BIOLOGICAL SCIENCES OLYMPICS AS A FUNDAMENTAL PROCESS IN IMPROVING SECONDA

2012 ◽  
Vol 3 (2) ◽  
pp. 122-140
Author(s):  
Magaly Rodríguez-Calvo
Keyword(s):  
Biological Sciences ◽  
High School ◽  
Costa Rica ◽  
Learning Process ◽  
Teaching And Learning ◽  
Costa Rican ◽  
University Education ◽  
Public And Private ◽  
Regional Headquarters ◽  
Teaching Learning

Las Olimpiadas Costarricenses de Ciencias Biológicas (OLICOCIBI) potencian el nivel cognitivo mediante competencias académicas dirigidas a estudiantes y docentes de secundaria, donde se optimiza el proceso de enseñanza aprendizaje mediante la aplicación biotecnológica de la biología. Parte de los objetivos es que la población académica segundaria, mediante este tipo de actividades,pueda fortalecer y mejorar la educación científica en Costa Rica. Estas olimpiadas promueven el estudio activo, participativo y significativo de las ciencias biológicas a nivel de la enseñanza media y preuniversitaria. Además, es una actividad que abre espacios de participación a todas los centros educativos, tanto públicos, como privados, y abarca todas las sedes regionales del país. Estas justas se dividen en dos categorías;la A para estudiantes de X, XI y XII nivel y la B para estudiantes de VIII, IX y X nivel.La organización de este evento requiere de la estructuración y coordinación de un trabajo integral y en equipo de varias instancias del gobierno como lo son: Universidad Nacional (UNA), Universidad Estatal a Distancia (UNED), Universidad de Costa Rica (UCR), Ministerio de Ciencia y Tecnología (MICIT), Ministerio de Educación Pública (MEP) y otras instituciones emblemáticas en el campo social, científico y biológico del país.Los antecedentes de OLICOCIBI se iniciaron en el 2007 y la recalcada labor que se ha realizado año tras año, ha impulsado la participación de Costa Rica en la Olimpiada Iberoamericana de Biología (OIAB), obteniendo desde el año 2008 destacados resultados como medallas de bronce, plata y oro, logrando posicionar a Costa Rica en los más altos niveles cognitivos. Es por ello que esta actividad fue declarada de interés institucional por las Universidades Públicas, y de interés educativo por el Ministerio de Educación.Palabras clave: Olimpiadas de Biología, educación secundaria, calidad educativa, estrategias metodológicas, procesos de enseñanza y aprendizaje, docentes y estudiantes.Abstract The Costa Rican Biological Sciences Olympics (OLICOCIBI), enhance the cognition level through academic competitions directed by students and high school teachers, where the teaching learning process is optimized through the biotechnology application of biology. Part of the goal is that the academic high school population can increase and develop a better scientific education in Costa Rica with those kinds of activities.The Olympics promote an active, participatory and significant study method of biological sciences when it comes to middle or secondary and pre-university education. Also, is an activity that opens up alcoves of participation to every single educational school both public and private ones, as well as regional headquarters of the country. The same are divided in two categories; A for students of X, XI, XII level and B for students of VII, IX and X level. The organization of this event, requires the structuring and coordination of an integral unity and a team of several government agencies such as: Universidad Nacional (UNA), Universidad Estatal a Distancia (UNED), Universidad de Costa Rica (UCR), Ministerio de Ciencia y Tecnología (MICIT) Ministeria de Educación Pública (MEP) and other emblematic institutions from the social, scientific and biological field. The background of OLICOCIBI stared in 2007 and the crimped work that has been done year after year, has increase the partaking of Costa Rica in the Iberoamerican Biology Olympics (OIAB); acquiring since the year of 2008, distinguish results like bronze, silver and gold medals, achieving to put Costa Rica as one of the highest cognitive levels; therefore, this type of activity was declared as an institutional interest by Public Universities and also as an education interest by the Ministry of Education (MEP). Keywords: Biology olympics, high school education, education quality, methodological strategies, teaching and learning process, teachers and students.

scholarly journals Building a Methodology for the Learning of English in Rural Context: Learners Insights

2018 ◽  
Vol 23 (1) ◽  
Author(s):  
Yendry Dover-Carrillo ◽  
Aleida Rosales-Acosta ◽  
Rocío Pérez-Vidaurre
Keyword(s):  
Costa Rica ◽  
Rural Areas ◽  
Research Process ◽  
Target Language ◽  
English Learning ◽  
Structured Interviews ◽  
Innovative Methodology ◽  
Teaching Learning ◽  
Interpretive Design ◽  
Gulf Of Nicoya

This article shows the results of a research and university extension project carried out at the Chorotega campus of the Universidad Nacional, Costa Rica, titled Constructing an innovative methodology that favors English learning in people with low schooling in rural areas of the Gulf of Nicoya and the Chorotega Region, Costa Rica. (Rosales, Vidaurre y Dover, 2013-2015). The purpose was to show how the participants’ insights contribute to the design of a teaching-learning approach for English learning in non-traditional contexts. A qualitative study was conducted with a descriptive, interpretive design. In this study, the 30 participants became active informants in the research process carried out before, during and after the training; they came from the rural areas of the Gulf of Nicoya and the Chorotega Region. The data was collected using three instruments: observation, semi-structured interviews, and focus groups. The findings showed that the incorporation of the observations and suggestions, exposed by the learners, influenced the process of acquisition of the target language and favored the selection of linguistic, social, and contextual content according to the learners’ reality.

scholarly journals Peer Instruction e Just-in-Time Teaching e suas Atribuições ao Ensino de Química

2020 ◽  
Vol 3 (2) ◽  
Author(s):  
Fabiana Machado e Silva ◽  
Everton Bedin
Keyword(s):  
Peer Instruction ◽  
Just In Time

Considerando que é desafiador para um licenciando em Química durante a prática de estágio despertar no aluno a vontade de aprender por meio da ação autônoma e crítica, entende-se a necessidade de buscar ou aperfeiçoar estratégias que favoreçam a aprendizagem deste aluno no século das tecnologias. Neste desenho, o presente artigo tem por objetivo relatar a abordagem interacional das Metodologias Ativas Peer Instruction e Just-in-Time Teaching por meio do aplicativo Plickers, aplicadas em duas turmas de Ensino Médio da Rede Pública durante o desenvolvimento da prática de estágio. Para a implementação das metodologias, foram planejados planos de aulas com conteúdos de primeiro ano, sendo estes adaptados à duas turmas. Os dados coletados por meio da observação e do desenvolvimento da prática pedagógica, após analisados via teóricos da área, demonstraram a importância da utilização de metodologias ativas mais dinâmicas e tecnológicas para motivar o aluno, bem como identificar as dificuldades da administração destas à luz da formação docente.

scholarly journals METODOLOGIAS ATIVAS NO ENSINO DE MATEMÁTICA: O QUE DIZEM AS PESQUISAS?

2020 ◽  
Vol 18 (1) ◽  
pp. 172
Author(s):  
Humberto Vinício Altino Filho ◽  
Célia Maria Fernandes Nunes ◽  
Ana Cristina Ferreira
Keyword(s):  
Peer Instruction ◽  
Just In Time ◽  
Team Based Learning

As metodologias ativas de aprendizagem estão em evidência nos debates educacionais. Tais metodologias tem por finalidade o desenvolvimento de habilidades e competências necessárias na sociedade contemporânea, pautando-se no protagonismo do aluno no processo de ensino e aprendizagem. Nesse artigo, apresenta-se uma análise da produção brasileira sobre a utilização de metodologias ativas no ensino de matemática, a partir da consulta ao banco de teses e dissertações da Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES). A análise das pesquisas aponta para a utilização de propostas de inserção de métodos ativos para a sala de aula de Matemática no geral, apresentando aplicações da Team Based Learning, do Just-in-Time-Teaching e da Peer Instruction, por exemplo.

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