scholarly journals MÉTODOS ACTIVOS DEL APRENDIZAJE EN LA EDUCACIÓN.

2015 ◽  
Vol 3 (2) ◽  
Author(s):  
Norberto Valcárcel Izquierdo ◽  
Luis Quintana López ◽  
Carlos Fuentes Martínez
Keyword(s):  
Medical Education ◽  
Active Learning ◽  
Educational Process ◽  
Participatory Methods ◽  
Learning Methods ◽  
Palabras Clave ◽  
Methods And Techniques ◽  
Direct Reflection

En el contexto de la educación médica, se hace necesaria la integración de los métodos activos del aprendizaje con las formas y escenarios de la educación en el trabajo, es por ello que el presente artículo se dirige hacia la reflexión de cómo dirigir el proceso docente educativo, con la utilización de los métodos y técnicas participativas, que lleven al estudiante hacia su formación integral. Palabras clave: Educación médica. Métodos activos del aprendizaje. ABSTRACT The integration of active learning methods with forms and stages of education in work is necessary in the context of medical education, which is why this article addresses how to direct reflection of the educational process with the use of participatory methods and techniques, with the student to their comprehensive training. Keywords: Medical education, learning active methods Recibido: diciembre 2014Aprobado: enero 2015

scholarly journals Monitoria acadêmica e metodologias ativas em um curso de graduação de terapia ocupacional / Academic monitoring and active methodologies in an occupational therapy graduation course

2020 ◽  
Vol 4 (5) ◽  
pp. 807-812
Author(s):  
Carlos Roberto Monteiro de Vasconcelos Filho ◽  
Elson Ferreira Costa
Keyword(s):  
Active Learning ◽  
Occupational Therapy ◽  
Teaching And Learning ◽  
Case Reports ◽  
The State ◽  
The Political ◽  
State University ◽  
Learning Methods ◽  
Methods And Techniques

Este artigo aborda e descreve o papel de um monitor em uma disciplina de um curso de graduação em Terapia Ocupacional, que adota as metodologias ativas de aprendizagem em seu projeto político-pedagógico. Observou-se que as funções cabíveis ao monitor foram de acompanhar, auxiliar e desenvolver estratégias de ensino em conjunto com o docente responsável pela disciplina e a coordenação do curso, explorando o ensino por meio de problematização. A monitoria se mostrou uma ferramenta potencializadora no ensino e aprendizagem de métodos e técnicas em terapia ocupacional. AbstractThis article describes the role of the student monitor in a discipline of the undergraduate course in Occupational Therapy from the State University of Pará, which adopts active learning in the political-pedagogical project. It was observed that the monitor's functions were to monitor, assist and develop teaching strategies, with the teacher and the course coordination, exploring teaching through problematization. Academic monitoring has proven to be an empowering tool in teaching and learning methods and techniques in occupational therapy, both for the monitor and for the students.Keywords: Teaching, Occupational Therapy, Case Reports. ResumenEste artículo describe el papel del monitor estudiante en una disciplina del curso de pregrado en Terapia Ocupacional de la Universidad del Estato de Pará, que adopta metodologías activas en su proyecto político-pedagógico. Este artículo describe el papel del monitor del estudiante en una disciplina del curso de pregrado en Terapia Ocupacional, que adopta metodologías de aprendizaje activo en su proyecto político-pedagógico. Se observó que las funciones aplicables al monitor eran monitorear, ayudar y desarrollar estrategias de enseñanza, en conjunto con el maestro responsable y la coordinación del curso, explorando la enseñanza a través de la problematización. La tutoría académica demostró ser una herramienta poderosa en los métodos y técnicas de enseñanza y aprendizaje en terapia ocupacional, tanto para el tutor como para los estudiantes.Palabras clave: Enseñanza, Terapia Ocupacional, Informes de Caso.  

scholarly journals METHODOLOGICAL FEATURES OF FORMATION OF THE CULTURE OF CRITICAL THINKING OF PRIMARY SCHOOLCHILDREN

2022 ◽  
Vol 1 (2) ◽  
pp. 28-34
Author(s):  
MARIIA LIONENKO
Keyword(s):  
Critical Thinking ◽  
Active Learning ◽  
Cognitive Activity ◽  
Educational Process ◽  
Psychological Climate ◽  
Primary Schoolchildren ◽  
Methods And Techniques ◽  
Correct Application ◽  
Reproductive Style ◽  
Tools And Methods

The article deals with the methods and techniques for the development of critical thinking of primary schoolchildren, which are fundamentally different from the reproductive style of learning. The development of critical thinking of students can largely meet the requirements of modernity, namely: the content of education is considered not as a material for learning, but as a material for research; the student in this system is one of the main subjects of cooperation; the teacher, acting as an assistant, encourages students to maximum cognitive activity, maintains a creative psychological climate through co-creativity with students. It is noted that for the quality organization of the educational process and achievement of the set goals it is important to correctly apply the tools and methods of development of critical thinking. The article suggests a detailed description of the basic methods and techniques for the development of critical thinking and features of their application at primary school lessons. It is noted that the technologically correct application of methods and techniques for the development of critical thinking will promote active learning of students and form a culture of critical thinking.

scholarly journals Information and communication resources of distance education

2020 ◽  
Vol 210 ◽  
pp. 18068
Author(s):  
Raisa Bazaliy
Keyword(s):  
Distance Education ◽  
Active Learning ◽  
Research Methods ◽  
Information Content ◽  
Educational Process ◽  
The Internet ◽  
Learning Methods ◽  
Creative Research ◽  
Information And Communication ◽  
Pedagogical Literature

The author studies information and communication resources that increase students' academic and professional skills, their activity in creative research. The article considers new promising areas of cooperation between subjects of the educational process. The focus is on the study of forms and means of distance education at the technical university using educational and information platforms. The article summarizes the comparison of the use of interactive and active learning methods, and presents the results of the study. The following research methods were used: the analysis of scientific and theoretical, psychological and pedagogical literature on the topic of distance education, foreign and domestic experience in using multimedia and information content on the Internet, questionnaires, testing of bachelors in humanitarian and technical fields.

scholarly journals Active Learning and Competency Preconditioning: Strengthens Osteopathic Medical Student Performance, Physician Attributes and Competency Assessments.

2021 ◽  
Author(s):  
Vivek Joshi ◽  
Michael Younger ◽  
Bhargavi Joshi
Keyword(s):  
Medical Education ◽  
Active Learning ◽  
Medical School ◽  
Core Competencies ◽  
Learning Tools ◽  
Learning Methods ◽  
Traditional Lecture ◽  
Competency Based Education ◽  
Competency Based ◽  
Teacher Centered

Abstract Abstract: The medical education has been reliant on didactic lectures which are predominantly teacher centered learning method. The competency based medical education was introduced in North America and with this came the paradigm shift in how schools conceptualize curriculum and measure the outcomes to learning. This new and modern approach started a change away from the traditional lecture based and teacher centered curriculum to more student centric by using various tools. The competency-based education is vastly regarded as an outcome-based approach to design, implement and evaluate the curriculum using widely accepted competencies. AACOM recommends seven core competencies with in which you have various indicators which address the student’s performances. The main purpose of this research is to utilize active learning tools to assess the competencies in the first year of medical school which will provide better academic outcome, physician who is knowledgeable and satisfies all the competencies as needed by the Licensure authority. Materials & Methods: The study was conducted at medical school during the first semester of medical school and included 145 students. Various active learning tools like, team-based learning, quizzes, popup quizzes, case discussions were used to assess the competency in biochemistry and genetics course, and they were compared to questions based on concepts delivered by traditional lecture method. Results: The student’s performance on high stake examination after the active learning session on the content and concepts delivered and learnt had a statistically higher average percent point in the second, third and fourth examination. The average Diff (p) for second, third and fourth examination to the questions being considered for the study were (Diff p= 0.84, 0.83 and 0.92) with positive moderate correlation for second examination(r= 0.535) and strong positive correlation for third and fourth examination ( r=0.745 and r=0.856) with their final biochemistry grades. Conclusion: The study does not prove that active learning methods are the best way to deliver curriculum for competency based education system, but there are some positive and significant data that has emerged which does convince that these active learning methods may be better suited for providing and assessing the competencies .

The use of active learning methods to stimulate student activity in the online course

e-mentor ◽  
2020 ◽  
Vol 86 (4) ◽  
pp. 47-53
Author(s):  
Iryna Rybalko ◽  
◽  
Olha Bukrieieva ◽  
Natalia Skrypnyk ◽  
◽  
...  
Keyword(s):  
Active Learning ◽  
Foreign Language ◽  
Online Courses ◽  
Educational Process ◽  
Online Course ◽  
Learning Methods ◽  
Innovative Methods ◽  
E Learning ◽  
Effective Use

The development of innovations and related changes in the labor market, as well as Ukraine’s aspiration toward Euro integration, have led to the need for transformation of teaching media and methods in higher education. The consequence of this is a massive transition to e-learning, both in the native language and in English, which, however, creates psychological and pedagogical problems. These are difficulties for students with self-organization and self-training, establishing interpersonal contacts, maintaining the motivation to learn, and meeting a certain level of foreign language proficiency.The problems for teachers include the need to develop new teaching methods and technologies, changing the role of the teacher and the methods of interaction between participants in the educational process. The article presents the experience of mitigating these problems in the online course, “Fundamentals of Vehicle Certification” in Ukrainian and English by using active learning methods, innovative methods of motivation, and organization of reflection and communication, presenting some sections both in the native and foreign language. The introduction of this course into the educational process in the extramural form of education showed that the methods proposed by the authors reduced these problems, while the number of A and B grades increased. In addition, it was concluded that the effective use of online courses requires their preliminary approbation and further improvement, taking into account the characteristics of the discipline, experience and goals of the students.

The Training of the Fufure Teachers of Ukrainian Language and Literature by Means of Interactive Studying Techniques

2020 ◽  
pp. 248-269
Author(s):  
Tetiana Rybchenko Keser
Keyword(s):  
Higher Education ◽  
Interactive Learning ◽  
Educational Institution ◽  
Learning Technologies ◽  
Educational Process ◽  
Project Work ◽  
Future Teachers ◽  
Learning Methods ◽  
Main Research ◽  
Language And Literature

The article focuses on the theoretical and methodological aspects of the use of interactive learning and its advantages over traditional learning. The use of interactive learning in both secondary and higher education is analyzed. The research goal is to theoretically substantiate and highlight the introduction of methods of the model of training future Ukrainian language and literature teachers by means of interactive learning technologies, as well as to determine the factors of their choice. The main research methods used were analysis, generalization and modeling, observation, synthesis, systematization. The results of the conducted research allowed the author to reveal the qualities that a future teacher of Ukrainian language and literature should possess; to describe some pedagogical problems of training the future teachers of Ukrainian language and literature by means of interactive learning technologies.The benefit of this study is the defined content of interactive learning, which is believed to be a specially organized comfortable mutual learning of participants of the educational process as equal its subjects, which provides for their continuous active interaction, during which each of the students realizes and reflects all its knowledge and actions, feels successful and intellectually capable. The author identified such interactive learning methods of the model of training future teachers of Ukrainian language and literature in higher education institutions as: trainings, educational discussions; game technologies; interactive lectures: problem lectures, lecture-visualization, binary lecture, lecture-press conference, round table, cases, brainstorming. Moreover, the most used interactive learning methods of training future teachers of Ukrainian language and literature in universities are given and theoretically grounded; they are training, discussion, role playimg, method of «Spoiled phone», method of «remote project work Minecraft», «Сourt hearing», «Augmented reality», use of presentations. The author highlights their introduction into the work of the National Pedagogical Dragomanov University, states the positive aspects of interactive learning compared to classical one, determines seven factors for the choice of methods. As a result the author makes a conclusion that the use of interactive technologies not only contributes to the creation of an atmosphere of cooperation and mutual understanding in the educational institution, but also implements the basic principles of personality-oriented learning.

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