Utilização de modelos didáticos no ensino da anatomia humana da educação básica ao ensino superior / Use of didactic models in teaching human anatomy from basic education to higher education

Resumo: Possuidora de um sistema educacional extremamente tecnicista, a educação brasileira ao longo dos anos necessitou de significativa reformulação de metodologias que facilitassem a aprendizagem dos estudantes. Nesse quesito, os estudos sobre novos métodos e mecanismos de ensino foram fomentados para a evolução significativa de conceitos. Assim, verificou-se a necessidade de produção e uso de modelos didáticos no ensino, especialmente na anatomia humana, por apresentar uma certa complexidade de termos que na maioria das vezes dificultam a apreensão dos estudantes. Nesse aspecto, o presente artigo tem o objetivo de fazer uma análise sistemática da utilização de modelos didáticos na abordagem da anatomia humana na educação básica e superior, visando perceber o quanto é importante o uso de tais instrumentos pedagógicos para o ensino e aprendizagem da anatomia humana. Assim, a utilização de modelos didáticos no ensino da anatomia humana torna-se uma verdadeira ferramenta que facilita a aprendizagem de forma mais dinâmica. Palavras-chave: Anatomia Humana. Modelos Didáticos. Metodologias Ativas em Anatomia. EnsinoAbstract: Possessing an extremely technicist educational system, Brazilian education over the years required a significant reformulation of methodologies that facilitated student learning. In this regard, studies on new teaching methods and mechanisms were encouraged for the significant evolution of concepts. Thus, there was a need for the production and use of didactic models in teaching, especially in human anatomy, as they present a certain complexity of terms that most often make it difficult for students to understand. In this aspect, this article aims to make a systematic analysis of the use of didactic models in the approach of human anatomy in basic and higher education, aiming to realize how important the use of such pedagogical tools is for the teaching and learning of human anatomy. Thus, the use of didactic models in teaching human anatomy becomes a real tool that facilitates learning in a more dynamic way. Keywords: Human Anatomy. Didactic Models. Active Methodologies in Anatomy. Teaching.

A Comparison of the Effects of Mindful Conceptual Engagement for the Teaching of the Subjunctive to Heritage- and Second-Language Learners of Spanish

This article investigates the effects that Mindful Conceptual Engagement (MCE) had on the teaching of the Spanish subjunctive on second (L2) and heritage language learners (HL) of Spanish. A total of 26 university-level undergraduate students participated in the study; 12 were advanced L2 students and 14 were intermediate HL students. The methodology used was MCE, which is based on the principles of Concept-Based Instruction (Negueruela 2003; Negueruela and Lantolf 2006). MCE has its origins in Vygotsky’s sociocultural theory and it proposes that the creation and manipulation of didactic models by students promotes the internalization of complex grammatical concepts that would otherwise require long grammatical explanations. Models need to be generalizable and informative and can include, for example, flowcharts, pictures, or schemas among others. In the present study, the concept of [±EXPERIENCE] (Bull 1965) was used to teach the variable uses of indicative and subjunctive in adjectival relative clauses (Busco unas tijeras que cortan/corten). Students had to create their own models and use them to complete a series of assignments in class and at home. Production and interpretation exercises were used in pre- and post-test questionnaires to gauge their improvement. Feedback questionnaires were administered three weeks after the intervention to measure the attitudes and perceptions towards the use of didactic models. Results indicate that both groups improved their indicative/subjunctive interpretation and production abilities after MCE. However, statistically significant differences exist between HL and L2 students according to type of task and student group. Feedback questionnaire results also show that MCE was regarded as positive and useful by both groups.

FUNCTIONAL AND DIDACTIC SCHEME DIGITAL EDUCATIONAL ENVIRONMENT

Обоснованы структурные элементы цифровой образовательной среды, охарактеризовано их предназначение посредством демонстрации моделей взаимодействия цифрового инструментария и цифровой образовательной среды на относительно автономных и вместе с тем органично взаимосвязанных содержательно и в своей логической последовательности этапах деятельности учителя: проектирования, реализации, анализа, исследования. Архитектура цифровой образовательной среды представлена как цифровая педагогическая экосистема взаимосвязанных дидактических моделей, функционирующих на авторской цифровой педагогической платформе Allis.school, составляющей ядро цифровой образовательной среды . The article Substantiates the structural elements of the digital educational environment and describes their purpose by demonstrating models of interaction between digital tools and the digital educational environment at relatively autonomous and at the same time organically interconnected in content and in their logical sequence stages of the teacher's activity: design, implementation, analysis, research. The architecture of the digital educational environment is presented as a digital pedagogical ecosystem of interconnected didactic models operating on the author's digital pedagogical platform.

Från implicit till explicit – didaktiska modeller som verktyg för att utmana selektiva traditioner rörande undersökande arbete

This study aims to illustrate how didactic models in science education can help in-service teachers to challenge selective traditions in a constructive way. The study was based on a teacher professional development program on inquiry-based science teaching in lower secondary school. Three didactic models were used in both lectures and group reflections to initiate reflections on different ways of interpreting the aims and content associated with inquiry-based science teaching and the consequences of these interpretations. Data was collected from a group of four teachers and consists of written documentation, recordings of group reflections and a group interview. The study shows that the three didactic models helped to make different ideas and underlying assumptions visible and that the teachers could reflect on their meaning and interpretations in a constructive way. Subsequently, the teachers could explicitly separate different ways to interpret the ideas associated with inquiry-based science teacher and make more conscious didactic choices as a result. The study shows that it can be fruitful to provide teachers with reflection tools in the form of didactic models to avoid that ideas introduced in continuing education are selectively adapted to current teaching without critical reflection.

Bildung und Digitalisierung

This volume discusses the challenges posed by digitalisation in the field of education from different professional perspectives. Authors from various disciplines analyse general theoretical questions, present current empirical findings, discuss didactic models and projects, and consider the use of digital media in tertiary education. In addition, they present specific projects from educational practice. With contributions by Alessandro Barberi, Gerhard Brandhofer, Josef Buchner, Markus Ebner, Martin Ebner, Nicole Duller, Walter Fikisz, Sonja Gabriel, Barbara Getto, Nina Grünberger, Elke Höfler, Fares Kayali, Michael Kerres, Philipp Leitner, Peter Micheuz, Marlene Miglbauer, Thomas Nárosy, Daniel Otto, Alexander Pfeiffer, Claudia Schreiner, Carmen Sippl, Elke Szalai, Caroline Roth-Ebner, Karin Tengler, Manfred Tetz, Christine W. Trültzsch-Wijnen, Thomas Wernbacher, Christian Wiesner