scholarly journals A Webquest como recurso pedagógico no curso de Pedagogia / The webquest as a pedagogical resource in the Pedagogy course

2017 ◽  
Vol 10 (1) ◽  
pp. 164-177
Author(s):  
Jacqueline Lidiane de Souza Prais ◽  
Juliana Irani Villanueva dos Reis ◽  
Alessandra Dutra ◽  
Vanderley Flor da Rosa
Keyword(s):  
Undergraduate Students ◽  
Learning Process ◽  
Information Technologies ◽  
Main Question ◽  
Private Institution ◽  
Pedagogical Intervention ◽  
Starting Point ◽  
Technological Tool ◽  
Teaching Learning ◽  
Experimental Researches

RESUMO:Este trabalho discute a aplicação da ferramenta tecnológica Webquest para ministrar os conteúdos de avaliação educacional e de avaliação aos alunos do curso de Pedagogia de uma instituição particular de ensino superior da cidade de Londrina-PR. A questão principal de investigação é: de que forma os graduandos concluintes do curso de Pedagogia percebem a utilização da Webquest em uma atividade didática? Essa questão é relevante porque, atualmente, além de tal recurso ser uma forma diferenciada de ferramenta tecnológica em sala de aula, o uso de Tecnologias de Informação e Comunicação tem possibilitado um impacto qualitativo no processo de ensino-aprendizagem. Para isso, foram utilizados os tipos de pesquisa descritiva bibliográfica, de campo e experimental. O ponto de partida são as concepções de Kenski (2003), Dodge (1996) e Ramos (2008), o planejamento, a intervenção pedagógica e a avaliação de uma atividade didática utilizando a Webquest. Os resultados indicam que a atividade contribui para a aprendizagem, motiva os alunos e permite que os graduandos se familiarizem e conheçam uma proposta de uso da tecnologia como contribuidora do processo de ensino-aprendizagem.  ABSTRACT:This work discusses the application of the technological tool Webquest to teach contents of educational evaluation and evaluation to the students of the Pedagogy course from a private institution of higher education of Londrina-PR. The main question of investigation is: in which way do the pedagogy course undergraduate students perceive the use of the Webquest in a didactic activity? This question is relevant because, currently, besides being a different technological tool in the classroom, the use of Communication and Information Technologies has taken a qualitative impact in the teaching-learning process. For that, the bibliographical descriptive, field and experimental researches were used as the methodology. The starting point is the conceptions discussed by Kenski (2003), Dodge (1996), and Ramos (2008), about the planning, the pedagogical intervention and the evaluation of a didactic activity using the Webquest. The results indicate that the activity contribute to the learning, motivating the students and allowing them to know and get familiar with the purpose of the technological use as a contributor of the teaching-learning process.

scholarly journals Information technologies inside and outside the classroom

2021 ◽  
Author(s):  
Andra Oneci ◽  
◽  
Maria-Magdalena Joița ◽  
◽  
◽  
...  
Keyword(s):  
Learning Process ◽  
Cognitive Skills ◽  
Causal Reasoning ◽  
Concept Formation ◽  
Teaching And Learning ◽  
Information Technologies ◽  
Software And Hardware ◽  
Problem Solvers ◽  
Teaching Learning ◽  
Individualize Education

Technology is a means of accomplishing a task mainly by using technical processes, methods, or knowledge.The importance of technology in connection with any type of development is widely recognized, especially having considering nowadays’ worldwide Covid-19 context.The passage from standardized to digitalized teaching-learning process hasn’t been easy. Information technology and educational technology are now extensively being used in schools and refer to a wide multitude of teaching-and-learning–related software and hardware used during the lessons. Learning becomes effective when the students are actively engaged, are collaborating with one another, are in charge of their learning process, become critical thinkers and creative problem-solvers. Scientific thinking appears when thinking about the content of science and the set of reasoning processes that permeate the field of science: induction, deduction, experimental design, causal reasoning, concept formation, hypothesis testing, and so on, are combined. Simultaneously, teachers continue their lifelong learning process online, design digital lessons, gamify lessons, obtain real time results, are part of the staffroom at school and also part of a larger, more diverse, virtual staffroom. In conclusion, the goal of using technology inside and outside the classroom is perceived as a way to individualize education and to develop students’ competences and cognitive skills.

scholarly journals Development and validation of the scale of knowledge, comfort and attitudes of physiotherapy students towards human sexuality (SKCAPS)

2015 ◽  
Vol 28 (2) ◽  
pp. 339-348 ◽  
Author(s):  
Priscilla Geraldine Wittkopf ◽  
Fernando Luiz Cardoso ◽  
Fabiana Flores Sperandio
Keyword(s):  
Undergraduate Students ◽  
Learning Process ◽  
Human Sexuality ◽  
Three Dimensions ◽  
Physical Contact ◽  
Good Reliability ◽  
Teaching Learning ◽  
Development And Validation ◽  
Physiotherapy Students ◽  
Exploratory Factorial Analysis

Introduction Recent studies with Physiotherapy students pointed out for attitudes and conflicting perceptions on their learning process during the phase that precedes the clinical practice. One of those aspects is the human sexuality that appears in the close physical contact that demands Physiotherapists professional practices. Objective To build up the first educational/research instrument that evaluates the knowledge, the comfort and the attitudes of Physiotherapy undergraduate students (SKCAPS). Materials and methods From the literature we extracted three dimensions: knowledge, comfort and attitudes. Initially 50 items were created distributed in the three dimensions that went under the content evaluation, 47 items survived from this process and integrate the first version of SKCAPS. In empiric terms the intern coherence and the reliability of the instrument were tested in 248 students. Results The exploratory factorial analysis carried 37 items in 4 factors that explain 68% of the total variance of the answers of the subjects and that confirmed the proposed dimensions. The dimension comfort became separated in comfort and discomfort. The SKCAPS presented good reliability in terms of intern consistence alpha 0.861. Finally, the instrument was administered to 30 Physiotherapy students for evaluation of clarity following the exclusion of two items that resulted in averages below 8.5. Conclusions With the aim of improve the teaching/learning process, we propose the SKCAPS as the first worth and reliable instrument to evaluate the knowledge, the comfort, the discomfort and the attitudes regard of human sexuality among Physiotherapy students.

scholarly journals Undergraduate students as knowledge multipliers and facilitators in the teaching-learning process about a digital radiographic system

2020 ◽  
Vol 20 (1) ◽  
pp. 157-164
Author(s):  
Rafaela Longaray Mazim ◽  
Maximiliano Reidel ◽  
Heraldo Luís Dias da Silveira ◽  
Mariana Boessio Vizzotto ◽  
Priscila Fernanda da Silveira Tiecher ◽  
...  
Keyword(s):  
Undergraduate Students ◽  
Learning Process ◽  
Teaching Learning

Este relato objetiva apresentar uma metodologia em cinco etapas adotada para capacitar a comunidade docente e discente no uso de um sistema radiográfico digital, e ressaltar a importância do estudante de graduação como facilitador e multiplicador no processo ensino-aprendizagem. Dois estudantes foram selecionados para atuarem como facilitadores neste processo e multiplicadores de conhecimento em relação ao sistema radiográfico. Esses acadêmicos, juntamente com os professores de radiologia, participaram de reuniões com a direção e técnicos administrativos para a definição dos objetivos (etapa 1), organizaram material didático (etapa 2), elaboraram atividades teórico-práticas de 2 horas para os alunos das clínicas e professores (etapa 3), acompanharam, por um semestre, a etapa de implementação do sistema no Hospital de Ensino Odontológico (etapa 4), e aplicaram a avaliação do uso do sistema digital (etapa 5). Duas disciplinas clínicas, seus alunos e professores, foram escolhidos para vivenciar a etapa de implementação. No término do semestre, foi realizada uma enquete que avaliou a usabilidade do sistema. Como resultado, 176 estudantes e 12 professores participaram das atividades teórico-práticas. Na etapa de implementação, participaram 68 discentes e 34 professores. A avaliação da usabilidade respondida pelos alunos e professores que utilizaram o sistema foi de 73,35 e 79,37, respectivamente. A implementação do sistema digital proposta ocorreu de forma adequada. A vivência dos estudantes de graduação nas diferentes etapas do projeto, da problematização do tema, da execução do seu trabalho de forma colaborativa, e aplicação de soluções por eles elaboradas contribuiu na formação de profissionais sempre abertos às mudanças de maneira crítica.

scholarly journals Problems of learning and intervention

2019 ◽  
Vol 3 (2) ◽  
pp. 28-37
Author(s):  
María Elizabeth Lucas Macías ◽  
María Elena Moya Martinez
Keyword(s):  
Learning Process ◽  
Attention Deficit ◽  
Educational Needs ◽  
School Failure ◽  
Learning Disorders ◽  
Learning Problems ◽  
Timely Manner ◽  
Pedagogical Intervention ◽  
Teaching Learning

This article refers to the different learning problems that the students present and that should have detected in time by the teachers so that they receive the pedagogical intervention in a timely manner. Among these difficulties are learning disorders, such as dyslexia, dyscalculia, dysgraphia, discography, dyslalia, and attention deficit and hyperactivity. The objective is to meet the educational needs of students with appropriate strategies and methodologies to avoid school failure; the methodology used was a bibliographic review to find out the causes and the treatment that the teacher must apply in the teaching-learning process of the student.

scholarly journals Including pupils who have experienced migration during the COVID-19 pandemic

2020 ◽  
Vol 15 (3(57)) ◽  
pp. 67-79
Author(s):  
Ewa Żmijewska
Keyword(s):  
Online Learning ◽  
Inclusive Education ◽  
Learning Process ◽  
Online Survey ◽  
Survey Methodology ◽  
Early Years ◽  
Educational Institutions ◽  
Starting Point ◽  
Close Cooperation ◽  
Teaching Learning

The COVID-19 pandemic, which has rapidly spread globally since the beginning of 2020, poses a number of challenges for the educational system. Educational institutions have been closed, and teaching/learning is now being done online. The coexistence of these two events, namely, online learning and pupils who have experienced migration in Polish schools, serve as the starting point for my study. The aim of the study is to obtain feedback from early years teachers on the possible inclusion of pupils who have experienced migration in the online learning process and to identify the self-reported pri- orities for teachers’ tasks during the pandemic and the actual ways in which teachers offer opportunities for inclusion to the students involved in the study. An online survey was used in the study as the research method. The article is composed of two parts: the theoretical part, which describes the educational situation of the students who have experienced migration and selected issues associated with inclusive education, and the empirical part, which provides analysis and interpretation of the data obtained in the study. The study offers conclusions on the hierarchy of priorities for teachers’ tasks (the majority of the respondents mentioned “providing emotional support to pupils”) and the particulars of including students who have experienced migration into the online learning process (a majority of the teachers reported the need for more personalized teaching and close cooperation with pupils’ families). Given the number of respondents (83 teachers) and the survey methodology, the results should be treated with caution. That said, they are worth sharing as an inspiration for early years teachers to seek and reflect on their own solutions to the problem.

scholarly journals Evaluation of a Webquest on the Theme "Management of Material Resources in Nursing" by Undergraduate Students

2010 ◽  
Vol 18 (6) ◽  
pp. 1107-1114 ◽  
Author(s):  
Marta Cristiane Alves Pereira ◽  
Márcia Regina Antonietto da Costa Melo ◽  
Adriana Serafim Bispo e Silva ◽  
Yolanda Dora Martinez Évora
Keyword(s):  
Undergraduate Students ◽  
Learning Process ◽  
Teaching Practice ◽  
Material Resources ◽  
Favorable Evaluation ◽  
Information And Communication ◽  
Pedagogical Aspect ◽  
Definition Of ◽  
Teaching Learning ◽  
Stage 1

The learning process mediated by information and communication technology has considerable importance in the current context. This study describes the evaluation of a WebQuest on the theme "Management of Material Resources in Nursing". It was developed in three stages: Stage 1 consisted of its pedagogical aspect, that is, elaboration and definition of content; Stage 2 involved the organization of content, inclusion of images and completion; Stage 3 corresponded to its availability to students. Results confirm the importance of information technology and information as instruments for a mediating teaching practice in the integration between valid knowledge and the complex and dynamic reality of health services. As a result of the students’ favorable evaluation of the approximation with the reality of nursing work and satisfaction for performing the activity successfully, the WebQuest method was considered valid and innovating for the teaching-learning process.

A Brief Review of Game Engines for Educational and Serious Games Development

2020 ◽  
pp. 447-469
Author(s):  
Humberto Marin-Vega ◽  
Giner Alor-Hernández ◽  
Ramon Zatarain-Cabada ◽  
Maria Lucia Barron-Estrada ◽  
Jorge Luis García-Alcaraz
Keyword(s):  
Learning Process ◽  
Game Design ◽  
Serious Games ◽  
Information Technologies ◽  
Educational Games ◽  
Design Elements ◽  
Game Activity ◽  
Game Engines ◽  
Teaching Learning ◽  
Games Development

Gamification is the use of game design elements to enhance the teaching-learning process and turn a regular, non-game activity into a fun, engaging game. Simultaneously, serious games are proposed as an efficient and enjoyable way of conducting cognitive assessment, as they combine a serious intention with game rules and targets. In this scenario, game engines have emerged as information technologies for serious games and educational games development; however, this development has usually been performed without a guide to identifying game attributes to be present in the game. To address this gap, we present an analysis of the most used game engines to identify game and learning attributes supported for serious and educational games development. Findings from this analysis provide a guide of the most popular game engines that offer the largest support for game attributes, which were also classified by game categories.

scholarly journals Incorporating Local Culture in English Teaching Material for Undergraduate Students

2018 ◽  
Vol 42 ◽  
pp. 00080
Author(s):  
I Gusti Ngurah Agung Wijaya Mahardika
Keyword(s):  
Prior Knowledge ◽  
Undergraduate Students ◽  
Learning Process ◽  
Local Culture ◽  
Teaching Material ◽  
Education Department ◽  
English Teaching ◽  
Unique Nature ◽  
Main Factors ◽  
Teaching Learning

This paper discusses the incorporation of local cultural material in a teaching material developed for the students of the Hinduism Education Department of IHDN Denpasar. Teaching material plays an important part in teaching learning process, yet inappropriate teaching materials may become more harmful than useful. The unique nature of the HED students warranted the need for a tailor-made teaching material. The study found that the use of culturally familiar materials is beneficial for the students learning process. The result of the study also highlighted students’ needs and prior knowledge as the main factors to be considered when developing teaching material.

scholarly journals DISCRIPTIVE ANALYSIS OF SOLOMAN FOUR GROUP DESIGN ON E-CONTENT IN HISTORY

2017 ◽  
Vol 5 (8(SE)) ◽  
pp. 47-56
Author(s):  
J. Muthukumari ◽  
N. Ramakrishnan
Keyword(s):  
Learning Process ◽  
Quality Of Education ◽  
Classroom Dynamics ◽  
Group Design ◽  
Post Test ◽  
E Learning ◽  
Technological Tool ◽  
Teaching Learning ◽  
Experimental Group

Education is a product of experience - Technological tool enhances better teaching - learning process. It changes classroom dynamics also - An important outcome of e-learning is E content -The quality of education depends to great extent on the quality of teachers - The scores of the post test of experimental group (e-content in history) in PT design and the post test of experimental group (e-content in history) in PPT design are high. This may be due to the effect of e-content based teaching in history subject.

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