Author | Pinho, Luis Antonio de | |
Author | Alves, Luiz Anastácio | |
Author | Comarú, Michele Walts | |
Author | Luz, Maurício Roberto Motta Pinto da | |
Author | Lopes, Renato Matos | |
Access date | 2021-09-26T18:47:10Z | |
Available date | 2021-09-26T18:47:10Z | |
Document date | 2021 | |
Citation | PINHO, Luis Antonio de et al. A processual view on the use of problem-based learning in high school physiology teaching. Advances in Physiology Education, v. 45, p. 750-757, 2021. | pt_BR |
ISSN | 1043-4046 | pt_BR |
URI | https://www.arca.fiocruz.br/handle/icict/49162 | |
Language | eng | pt_BR |
Publisher | American Physiological Society | pt_BR |
Rights | open access | pt_BR |
Subject in Portuguese | Mudança conceitual | pt_BR |
Subject in Portuguese | Ensino médio | pt_BR |
Subject in Portuguese | Aprendizagem baseada em problemas | pt_BR |
Subject in Portuguese | Análise qualitativa | pt_BR |
Title | A processual view on the use of problem-based learning in high school physiology teaching | pt_BR |
Type | Article | pt_BR |
DOI | 10.1152/advan.00056.2020 | |
Abstract | In problem-based learning (PBL), the steps and processes present in the PBL tutorial cycle are essential for constructive, self directed, collaborative, and contextual student learning. This article presents a procedural study of a PBL tutorial cycle with high
school students new to the method regarding human respiration and circulation physiology. We observed group dynamics and
the learning process that occurred throughout the PBL tutorial cycle. The results indicate that conceptual changes were close to
the planned learning objectives and that students enjoyed studying applying PBL. Moreover, a positive correlation was observed
between group dynamics, self-directed learning and learning outcomes. Our results provide grounds for restructuring the tutorial
cycle, especially important for novice PBL students, such as problem reformulation and the development and diversification of
applied learning scaffolds. We conclude that the qualitative analysis performed herein can yield a deeper understanding of the
PBL tutorial cycle and may be used to foster PBL implementation in institutions with little experience with the method and moni tor its outcomes in organizations with mature PBL use. | pt_BR |
Affilliation | Instituto Federal do Acre. Laboratorio de Pesquisa em Ensino. Rio Branco, AC, Brasil. | pt_BR |
Affilliation | Fundação Oswaldo Cruz. Instituto Oswaldo Cruz. Laboratorio de Comunicação Celular. Rio de Janeiro, RJ, Brasil. | pt_BR |
Affilliation | Instituto Federal do Rio de Janeiro. Rio de Janeiro, RJ, Brasil. | pt_BR |
Affilliation | Fundação Oswaldo Cruz. Instituto Oswaldo Cruz. Laboratório de Avaliação em Ensino e Filosofia das Biociências. Rio de Janeiro, RJ, Brasil. | pt_BR |
Affilliation | Fundação Oswaldo Cruz. Instituto Oswaldo Cruz. Laboratorio de Comunicação Celular. Rio de Janeiro, RJ, Brasil. | pt_BR |
Subject | Conceptual change | pt_BR |
Subject | High school | pt_BR |
Subject | Problem-based learning | pt_BR |
Subject | Qualitative analysis | pt_BR |
xmlui.metadata.dc.subject.ods | 04 Educação de qualidade | |