scholarly journals Neuroanatomia: Assiduidade na Monitoria e Desempenho Acadêmico

2021 ◽  
Vol 22 (4) ◽  
pp. 589-592
Author(s):  
Rian Kassio dos Santos Martins ◽  
Ana Núbia de Barros de Barros ◽  
Leidiane Cristina Vieira Ferreira Vieira Ferreira ◽  
Mayara Bocchi ◽  
Luiz Fernando Gouvêa-e-Silva ◽  
...  
Keyword(s):  
Statistical Analysis ◽  
Quantitative Study ◽  
Learning Process ◽  
Human Anatomy ◽  
Median Frequency ◽  
Positive Correlation ◽  
Monitoring Activities ◽  
Teaching Learning ◽  
Spearman Test ◽  
Anatomy Teaching

ResumoA Neuroanatomia é uma vertente complexa do estudo da Anatomia Humana, sendo a monitoria acadêmica (MA) uma forma dinâmica de habituar os discentes às estruturas e contribuir com a assimilação dos assuntos. O objetivo do presente estudo foi analisar a assiduidade nas atividades de MA com o desempenho dos estudantes. Trata-se de um estudo descritivo, transversal e quantitativo, realizado com 91 discentes vinculados aos cursos de Psicologia e Fisioterapia. Os estudantes foram distribuídos em três grupos: indivíduos que não participaram da MA (G1), participaram poucas vezes da MA (G2) e aqueles com participação mais assídua na MA (G3), com base na mediana da frequência dos participantes na MA. A análise estatística foi realizada pelo programa GraphPad Prism 6. Observou-se que, em ambas as avaliações parciais, os indivíduos que apresentaram maior assiduidade (G3) na MA tiveram melhor desempenho em relação àqueles que não participaram da MA (G1). Quando realizada a média final, foi observado que os indivíduos com maior assiduidade (G3) apresentaram melhor desempenho, quando comparados tanto ao G1 como G2. Além disso, o teste de Spearman mostrou correlação positiva entre presença e nota. Os discentes que participam das atividades da monitoria encontraram vantagens pedagógicas, resultando em um melhor domínio do processo de ensino e aprendizagem. Palavras-chave: Anatomia. Ensino. Educação Superior. AbstractNeuroanatomy is a complex aspect of the study of Human Anatomy, and academic monitoring (AM) is a dynamic way to familiarize the students with structures and contribute to the subjects assimilation. The objective of the study was to analyze the assiduity in AM activities with the students' performance. It is a descriptive, transversal, and quantitative study, carried out with 91 students linked to the Psychology and Physiotherapy courses. The students were divided into three groups: individuals who did not participate in AM (G1), participated in AM less often (G2) and those with more frequent participation in AM (G3), based on the participants’ median frequency in AM. Statistical analysis was performed using the GraphPad Prism 6 program. It was observed that in both partial assessments, the individuals who showed greater attendance (G3) in AM had a better performance in relation to those who did not participate in AM (G1). When the final average was performed, it was observed that individuals with greater attendance (G3) performed better when compared to both G1 and G2. In addition, the Spearman test showed a positive correlation between presence and grade. The students who participate in the monitoring activities found pedagogical advantages, resulting in a better mastery of the teaching-learning process. Keywords: Anatomy. Teaching. Education.

Human Anatomy: Teaching–Learning Experience of a Support Teacher and a Student with Low Vision and Blindness

2021 ◽  
Author(s):  
Carolina Rodrigues Mendonça ◽  
Karla Tais de Oliveira Souza ◽  
Jalsi Tacon Arruda ◽  
Matias Noll ◽  
Nilza Nascimento Guimarães
Keyword(s):  
Low Vision ◽  
Learning Experience ◽  
Human Anatomy ◽  
Support Teacher ◽  
Teaching Learning ◽  
Anatomy Teaching

scholarly journals IMPLEMENTASI MANAJEMEN PENGELOLAAN KELAS PADA PROSES PEMBELAJARAN BAHASA INGGRIS DI PERGURUAN TINGGI UNIVERSITAS TEUKU UMAR

2018 ◽  
Vol 2 (1) ◽  
Author(s):  
Rusma Setiyana ◽  
Endah Anisa Rahma
Keyword(s):  
Public Health ◽  
Social Interaction ◽  
Classroom Management ◽  
Political Science ◽  
Quantitative Study ◽  
Learning Process ◽  
English Language ◽  
English Teaching ◽  
English Class ◽  
Teaching Learning

ABSTRACT The purpose of this study was to examine the implementation of classroom management in teaching learning process at Universitas of Teuku Umar Meulaboh Aceh Barat. The population of this sutdy was all students who have already taken English class either in the odd or in the even semester. Only was 10 % of the students obtained from Economics, Engineering, Agricultural, Social and Political Science, Fisheries and Marine Science, and Public Health Faculty randomly as the representative of the population. The instrument used to collect the data of this quantitative study was questionaire consisting of 10 closed questions. The data then was analyzed by using percentage with univariat method. The result shows that classroom management used by English lecturer at Universitas of Teuku Umar was very good averagely except about reward and social interaction among students. In detail, only 40% students agreed that the lecturer give them some reward and only 53,2% students agreed that they learned English language with their friends.  Keyword: Classroom Management, English, Teaching Learning Process.

scholarly journals ESTRATÉGIAS FACILITADORAS NO PROCESSO ENSINO-APRENDIZAGEM EM ANATOMIA HUMANA

2018 ◽  
Vol 7 (2) ◽  
pp. 58
Author(s):  
Sandna Larissa Freitas Santos ◽  
Hérick Hebert da Silva Alves ◽  
Marta Maria de Franca Fonteles ◽  
Karla Bruna Nogueira Torres Barros
Keyword(s):  
Learning Process ◽  
Software Tool ◽  
Human Anatomy ◽  
Common Method ◽  
Interactive Software ◽  
Cross Sectional ◽  
University Center ◽  
Before And After ◽  
The Common ◽  
Teaching Learning

O estudo teve como objetivo analisar a adaptação das tecnologias no método de ensino teórico da disciplina de Anatomia Humana adotada ao curso de Farmácia. Tratou-se de um estudo do tipo transversal, descritivo com abordagem quantitativa, com 32 estudantes do primeiro período do curso de Farmácia, matriculados na disciplina de anatomia humana no Centro Universitário Católica de Quixadá - CE. Foi utilizado, como ferramentas metodológicas no processo de ensino-aprendizagem, na disciplina, aula expositiva dialogada e utilização da ferramenta tecnológica software de jogos interativos. Foram aplicados questionários antes e após a utilização do software como ferramenta metodológica dinâmica no processo de ensino-aprendizagem. A pesquisa demostrou que antes do uso das tecnologias, em relação ao grau de dificuldade da disciplina, 19 (60%) não apresentaram dificuldade no desenvolvimento, enquanto os 13 (40%) restantes apresentaram, sendo que 28 (88%) acreditaram possível a adequação de tecnologias dentro da metodologia da disciplina e apenas 4 (13%) consideraram o método comum suficiente para o aprendizado. Constatando que, após a aplicação das tecnologias, todos 32 (100%) estudantes acreditaram ser considerável a possibilidade de novas ferramentas de metodológicas de ensino, embora 12 (38%) julgaram ainda o método comum favorável ao seu desenvolvimento. Assim, observa-se a necessidade de ferramentas metodológicas diferenciadas e dinamizadas, que favoreça o processo de aprendizagem do aluno. FACILITATING STRATEGIES IN THE TEACHING-LEARNING PROCESS IN HUMAN ANATOMY ABSTRACT The aim of this study was to analyze the adaptation of the technologies in the method of theoretical teaching of the discipline of Human Anatomy used in the course of Pharmacy. This was a cross-sectional, descriptive study with a quantitative approach, with 32 students from the first period of the Pharmacy course, enrolled in the discipline of human anatomy at the Catholic University Center of Quixadá. It was used, as methodological tools in the teaching-learning process, in the subject, dialogic expository class and use of the interactive software gaming software tool. Questionnaires were applied before and after the use of software as a dynamic methodological tool in the teaching-learning process. The research showed that, before the use of the technologies, in relation to the degree of difficulty of the discipline, 19 (60%) had no difficulty in development, while the remaining 13 (40%) presented, and 28 (88%) believed possible the adequacy of technologies within the discipline methodology and only 4 (13%) considered the common method sufficient for learning. It was observed that all 32 (100%) students believed that new methodological teaching tools were possible, although 12 (38%) still considered the common method favorable to their development. Thus, it is observed the need for differentiated and dynamic methodological tools, which favor the student's learning process.

scholarly journals Teaching Reading Comprehension through Focal Points on R2D2 Model

2017 ◽  
Vol 2 (3) ◽  
pp. 215
Author(s):  
Yudi Hari Rayanto
Keyword(s):  
College Students ◽  
Reading Comprehension ◽  
Quantitative Study ◽  
Learning Process ◽  
Teaching Reading ◽  
Focal Points ◽  
Learning Achievement ◽  
Teaching Learning

<p><em>The purposes of this research are to find out (1) college students’ response during the learning process on Reading comprehension, (2) college students’ learning achievement during the learning process on Reading comprehension. The data are gained from questionnaires and test given to 31 college students in 12 meetings. From 12 meetings, there were two college students did not attend the learning process. And automatically, the researcher only gets 29 questionnaires and answer sheets. All data are analyzed by using descriptive quantitative study. The result shows that college students’ response is categorized high, that is 0,93 (93%) and the result of college student’s learning achievement can be categorized high, all students get more than 90.</em></p><p><em>Keywords:</em><em> Teaching, Learning, Reading,  R2D2, Focal points</em></p>

scholarly journals Using curriculum differentiation to respond to students’ diversity

2021 ◽  
Vol 47 ◽  
Author(s):  
Viktorija Sičiūnienė
Keyword(s):  
Statistical Analysis ◽  
Mathematics Teachers ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Method ◽  
Learning Methods ◽  
Curriculum Differentiation ◽  
The Subject ◽  
Teaching Learning

The article observes the results of the questionnaire of 1923 tenth-formers and their mathematics teachers. Statistical analysis of these results has been done using SPSS 13.0.The practice of curriculum differentiation in Lithuania is the subject of the observation.The research has shown that about 70 per cent of teachers more or less base their syllabus on the content of the textbook. The students’ achievements are dependent both on the teacher‘s understanding that syllabus has to be adapted to the students and ability to do that effectively. The following conclusion could be done: about 60 per cent of mathematics teachers should improve their competence in planning and developing syllabus.Organizing learning process about 80 per cent of teachers basically use reproductive teaching-learning method which requires little independent students’ activity. The institutions that prepare teachers and care about their competence should pay more attention to teachers’ qualification to apply teaching and learning methods in practice.The article has also observed the students and teachers’ understanding of principles and criteria and assessment used in schools and the quality of students’ feet-back.More attention should be paid to teachers’ competence providing faster and more efficient feet-back to students and help they need.

scholarly journals Academic Monitoring in Human Anatomy as a Pedagogical Tool in Higher Education

2020 ◽  
Vol 22 (4) ◽  
pp. 250-253
Author(s):  
Roger William de Souza Vitorino ◽  
Deisy Paula dos Santos ◽  
Luana Andrade Rogeri ◽  
Célia Cristina Fornaziero ◽  
Mayara Bocchi ◽  
...  
Keyword(s):  
Higher Education ◽  
Physical Education ◽  
Bachelor's Degree ◽  
Human Anatomy ◽  
Statistical Program ◽  
Practical Development ◽  
Student’S Performance ◽  
Monitoring Activities ◽  
Additional Support ◽  
Teaching Learning

AbstractThe objective of the present study was to evaluate the contribution of academic monitoring in the students’ performance of the Physical Education course in the discipline of Human Anatomy. The sample consisted of 50 students of the Physical Education course (Bachelor’s degree) who were taking the discipline of Human Anatomy (HA). The participants were divided into two groups: non-monitoring (NM) and monitoring (M). Academic monitoring actions were carried out during the students’ after class hours, in which they were assisted by the professor and three monitors. Thus, all the students who participated in the monitoring activities were included in the M group and those students who were not involved in monitoring activities were included in the NM group. The assessment used to verify student’s performance was the last test of the HA discipline. After verifying the data normality, the scores of the groups were compared using the Mann Whitney test. Data were expressed as mean and standard deviation from the mean using the Graph Pad Prism 6 statistical program. The adopted significance index was p <0.05. In the results it was observed that the M group obtained a better performance when compared to the NM group (p <0.001). Therefore, academic monitoring acted as a facilitating tool in the student’s theoretical-practical development and contributed to a better performance in the discipline of HA. Therefore, it can be used as an additional support in the teaching-learning process of students who participate in extra-class monitoring activities. Keywords: Learning. Education, higher. Education. ResumoO objetivo do presente estudo foi avaliar a contribuição da monitoria acadêmica no desempenho dos estudantes do curso de Educação Física na disciplina de Anatomia Humana. A amostra foi composta por 50 estudantes do curso de Educação Física (Bacharelado) que cursavam a disciplina de Anatomia Humana (AH). Os participantes foram distribuídos em dois grupos: Sem Monitoria (SM) e Com Monitoria (CM). As ações de monitoria acadêmica foram realizadas no contraturno dos estudantes, no qual, foram auxiliados pelo docente e por três monitores. Dessa forma, todos os acadêmicos que participaram das atividades de monitoria foram inseridos no grupo CM e aqueles estudantes que não se envolveram com atividades de monitoria, foram incluídos no grupo SM. A avaliação utilizada para verificar o desempenho dos estudantes foi a última prova da disciplina de AH. Após verificar a normalidade dos dados, as notas dos grupos foram comparadas por meio do teste Mann Whitney. Os dados foram expressos em média e desvio padrão da média por meio do programa estatístico Graph Pad Prism 6. O índice de significância adotado foi de p<0,05. Nos resultados foi observado que o grupo CM obteve um melhor rendimento quando comparado ao grupo SM (p<0,001). Nesse sentido, a monitoria acadêmica atuou como ferramenta facilitadora no desenvolvimento teórico-prático do discente e contribuiu para um melhor rendimento na disciplina de AH. Sendo assim, pode ser utilizada como um suporte adicional no processo ensino-aprendizagem dos acadêmicos que participam das atividades de monitoria extraclasse. Palavras-chave: Aprendizagem. Educação Superior. Educação.

scholarly journals Anatomical software as a tool in the teaching‐learning process of human anatomy. Literature Review

2020 ◽  
Vol 34 (S1) ◽  
pp. 1-1
Author(s):  
Edmundo Andres Santana ◽  
Paulo Andres Orquera ◽  
Juan Jose Valenzuela ◽  
Mathias Ignacio Orellana ◽  
Marjorie Hanna Gold ◽  
...  
Keyword(s):  
Literature Review ◽  
Learning Process ◽  
Human Anatomy ◽  
Teaching Learning

The emotional component of teaching. A reflective training experience with teachers

2020 ◽  
pp. 254-267
Author(s):  
Alessandra Priore
Keyword(s):  
Professional Practice ◽  
Learning Process ◽  
Professional Experience ◽  
School Life ◽  
Training Experience ◽  
Emotional Component ◽  
Emotional Dimensions ◽  
Teaching Learning ◽  
The Relationship ◽  
Monitoring Phase

The system of relationships and emotions that develop in the teaching-learning process define the complexity of teachers' education and pose the challenge of bringing out the emotional and affective culture that guides school life. Several studies on teaching practices highlight the tendency to refer to technical aspectsas a key dimension of professionalism, rather than on relational and emotional dimensions that can promote the relationship with student. The creative and unprecedented reconfiguration of professional practice is configured as the outcome of a reflexive process of subjective construction and de-construction of the profession and its development.The paper proposes a reflective training experience, which involved 76 teachers, focused on emotional and relational dimensions on teaching and based on the use of the narrative-autobiographical instruments (diary, narrative, metaphor). The results achieved in the monitoring phase show that the training offered an opportunity to reflect on oneself and one's personal and professional experience, starting from the use of alternative perspectives and interpretations than those that are already in use

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