Articles de revues : « Ausubel Theory »

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Ullah, AMM Sharif. « Concept Map and Knowledge ». Education Sciences 10, n^o 9 (15 septembre 2020) : 246. http://dx.doi.org/10.3390/educsci10090246.

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Gazali, Rahmita Yuliana. « Pengembangan bahan ajar matematika untuk siswa SMP berdasarkan teori belajar ausubel ». PYTHAGORAS : Jurnal Pendidikan Matematika 11, n^o 2 (6 décembre 2016) : 182. http://dx.doi.org/10.21831/pg.v11i2.10644.

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Penelitian ini bertujuan untuk menghasilkan bahan ajar matematika berdasarkan teori belajar Ausubel untuk siswa SMP berupa lembar kegiatan siswa (LKS), namun terlebih dahulu dikembangkan rencana pelaksanaan pembelajaran (RPP) dan tes prestasi belajar (TPB) dimana RPP dan LKS memenuhi kriteria valid, praktis, dan efektif serta TPB memenuhi kriteria valid, praktis, dan reliabel. Penelitian ini merupakan penelitian pengembangan yang diadaptasi dari model Borg & Gall yang terdiri dari tiga langkah utama yaitu studi pendahuluan, desain produk, dan pengembangan dan evaluasi. Kevalidan produk dilihat dari hasil validasi ahli dan mencapai kriteria valid untuk LKS dan sangat valid untuk RPP dan TPB. Kepraktisan produk mencapai kategori sangat praktis ditinjau dari lembar kepraktisan guru dan siswa serta observasi keterlaksanaan pembelajaran. Keefektifan produk ditinjau dari sikap, pengetahuan, dan keterampilan. Hasil uji coba lapangan menunjukkan lebih dari 70% siswa mencapai Kriteria Ketuntasan Minimum untuk pengetahuan dan keterampilan, serta mencapai kriteria baik dan sangat baik untuk ranah sikap.Kata kunci: pengembangan, bahan ajar, teori belajar ausubel Development of mathematics teaching material for junior high school students based on ausubel learning theory AbstractThis research is aimed to produce teaching material of mathematics based on Ausubel learning theory for Junior High School students in the form of student’s activity sheet, but at first the lesson plan is developed and the completeness of learning achievement test, that is the lesson plan and student activity sheet to meet the criteria for a valid, practical, and effective devices and the learning achievement test to meet the criteria for a valid, practical, and reliable devices. This research is the development of a model adapted from Borg & Gall which consists of three main steps such as the preliminary study stage, the stage of product design, and the development and evaluation stages. The validity of the products seen from the results of the validation experts stating that the products reach the valid criteria for student activity sheet and very valid for lesson plan and learning achievement test. The practicality of products seen from the practicality teachers sheet and practicality students sheet and study observation sheet. The effectiveness of the products obtained from attitudes, knowledge, and skills. The results of field trials showed more than 70 % of students achieving mastery Minimum Criteria for knowledge and skills , as well as achieving good and excellent criterion for the attitude sphere .Keywords: development, instructional materials, Ausubel learning theory

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Kinasih, Sekar, et Kelly Sinaga. « KAJIAN PENERAPAN TEORI PEMBELAJARAN BERMAKNA AUSUBEL BERDASARKAN PERSPEKTIF ALKITABIAH PADA MATERI HIDROKARBON [A STUDY ON THE APPLICATION OF AUSUBEL'S MEANINGFUL LEARNING THEORY ON HYDROCARBON CHEMICAL LEARNING BASED ON A BIBLICAL PERSPECTIVE] ». Polyglot : Jurnal Ilmiah 16, n^o 2 (4 juin 2020) : 141. http://dx.doi.org/10.19166/pji.v16i2.2128.

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<p>Learning about hydrocarbons in a chemistry class requires a high understanding of concepts and memory. Students usually only focus on memorizing and understanding the material when studying hydrocarbons in order to get good grades during exams, as happened to the grade 11 students in one of the schools in Lampung. This results in students not really learning about hydrocarbons and how they are useful for daily life. The purpose of writing this paper is to explain the study of the application of Ausubel's meaningful learning theory with the Contextual Teaching and Learning (CTL) strategy on hydrocarbon material based on a biblical perspective. Ausubel's meaningful learning theory with a Contextual Teaching and Learning strategy can help students find the meaning of learning because this theory emphasizes the integration of information that is relevant to a student's life or context. Through contextual learning students also obtain life values based on a biblical perspective. The method of writing this research is a literature study based on 20 reference sources. The conclusion obtained is that each stage in Ausubel's meaningful learning theory with a contextual approach can help students find the meaning of learning by connecting old knowledge with new knowledge that is more relevant to life. Students can also add value to their life by becoming wise users of petroleum which is a hydrocarbon.</p><p><strong>BAHASA INDONESIA ABSTRACT: </strong>Hidrokarbon adalah salah satu materi pembelajaran kimia yang membutuhkan pemahaman konsep dan daya ingat yang tinggi. Siswa biasanya hanya fokus menghafalkan dan memahami materi ketika belajar hidrokarbon agar bisa memperoleh nilai yang baik saat ujian, seperti yang terjadi pada siswa kelas XI SMA di salah satu sekolah di Lampung. Hal tersebut mengakibatkan siswa tidak menemukan makna dalam pembelajaran hidrokarbon yang berguna bagi kehidupan sehari-hari. Tujuan penulisan makalah ini adalah untuk memaparkan setiap tahapan dalam penerapan teori pembelajaran bermakna Ausubel dengan strategi <em>Contextual Teachin</em><em>g and Learning</em> (CTL) pada materi hidrokarbon berdasarkan perspektif Alkitabiah<em> yang </em>dapat menolong siswa menemukan makna pembelajaran yang relevan dengan kehidupan siswa atau kontekstual. Melalui pembelajaran yang kontekstual siswa juga memperoleh nilai-nilai kehidupan berdasarkan perspektif Alkitabiah. Metode penulisan penelitian ini adalah kajian literatur berdasarkan 20 sumber referensi. Kesimpulan yang diperoleh yaitu setiap tahapan dalam teori pembelajaran bermakna Ausubel dengan pendekatan kontekstual dapat menolong siswa menemukan makna belajar melalui menghubungkan pengetahuan lama dengan pengetahuan baru yang lebih relevan dengan kehidupan. Siswa juga dapat memperoleh nilai kehidupan untuk menjadi pribadi yang berhikmat dan bijaksana dalam menggunakan minyak bumi.</p>

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Tian, Zhijie, Kun Zhang, Tao Zhang, Xiaozhen Dai et Juan Lin. « Application of Ausubel cognitive assimilation theory in teaching/learning medical biochemistry and molecular biology ». Biochemistry and Molecular Biology Education 48, n^o 3 (20 décembre 2019) : 202–19. http://dx.doi.org/10.1002/bmb.21327.

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Ferdiansyah, Ade Citia Dewi, et I. Gusti Agung Ayu Wulandari. « RiTAS Application Oriented to Ausubel Learning Theory for Social Studies Content : Validity and Feasibility ». Journal of Education Technology 5, n^o 1 (24 mars 2021) : 113. http://dx.doi.org/10.23887/jet.v5i1.32740.

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The implementation of online learning tends to make students bored if they only use learning media in the form of videos taken from YouTube and assignments given by the teacher through Google Classroom and Whatsapp groups. The limited ability of teachers to use digital learning media is the cause of the monotony of learning media during online learning. The purpose of this study is to describe the design and validity of the learning media application being developed. This development research applies the ADDIE model. Data collection was carried out by using a questionnaire method with a questionnaire instrument. The data analysis used qualitative and quantitative descriptive analysis methods. The subject of this development research is learning media in the form of an android application. Furthermore, the subject matter is reviewed by expert validators, learning design experts, media experts. Finally, the students conducted trials individually and in small groups. The results of data analysis based on media validation by material experts obtained a score of 92.8% with very good qualifications, learning design experts got a score of 87.5% with good qualifications, learning media experts got a score of 85% with good qualifications. The results of individual trials on 3 students obtained a score of 90.1% with very good qualifications and tests through small group testing on 9 students obtained a score of 90.9% with very good qualifications. Based on the results of the analysis of product test data by experts and the results of testing on students, it is concluded that this research learning media is valid and suitable for use in learning by grade VI students.

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Borges, Rosângela Lopes, et Marcos Fernandes-Sobrinho. « Análise da atuação de um profissional da sala de atendimento multifuncional na perspectiva da teoria da aprendizagem significativa ». Revista Pesquisa Qualitativa 6, n^o 12 (24 décembre 2018) : 426. http://dx.doi.org/10.33361/rpq.2018.v.6.n.12.239.

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Resumo: A Teoria da Aprendizagem Significativa (TAS) de David Ausubel é uma das proposições da aprendizagem que visa aprimorar o processo educacional dos alunos. Nela se considera os conhecimentos prévios dos discentes, além da organização e estabilização de ideias. Este estudo tem como problemática a percepção e o uso da TAS pelos professores das Salas de Recursos Multifuncionais (SRM). Objetiva-se investigar como se dá o processo de ensino e aprendizagem dos alunos com Necessidades Educativas Especiais (NEE) e como o profissional de inclusão promove a Aprendizagem Significativa desses. Para isso, empregou-se uma pesquisa descritiva de cunho qualitativo, lançando mão do levantamento de informações, por meio de uma entrevista semiestruturada para com um profissional da SRM, que trabalha em uma escola estadual de um município do interior do Estado de Goiás/Brasil. Além disso, realizou-se uma observação sistemática, por três semanas, dos atendimentos matutinos a fim de perceber como ocorre o processo de ensino e aprendizagem no Atendimento Educacional Especializado (AEE) à luz da TAS. Conclui-se que a profissional entrevistada tem conhecimento da teoria em foco, que pondera as experiências vividas, enfatiza a interdisciplinaridade e estimula o desenvolvimento da autonomia dos estudantes. Entretanto, identificou-se a burocracia como empecilho à implantação de novas Salas de Recursos na localidade.Palavras-chave: Significância do Ensino; Ausubel; Professor de AEE; Educação Inclusiva. Analysis of the activity of a professional in the multifunctional service room in the perspective of the theory of significant learningAbstract: David Ausubel Theory of Significant Learning (TSL) is one of the propositions of learning that aims to improve the educational process of students. It considers the students' previous knowledge, as well as the organization and stabilization of ideas. This study has as problematic the perception and the use of the TSL by the teachers of the Multifunctional Resource Rooms (MRR). The objective is to investigate how the teaching and learning process of students with special educational needs (SEN) is given and how the inclusion professional promotes their meaningful learning. For this, a qualitative descriptive research was used, using a semi-structured interview with a MRR professional, who works in a state school of a municipality of the interior of the State of Goiás/Brazil. In addition, a systematic observation was carried out for three weeks of the morning attendance in order to understand how the teaching and learning process occurs in the Specialized Educational Service (SES) in the light of the TSL. It is concluded that the professional interviewed has knowledge of the Theory in focus, which weighs the lived experiences, emphasizes the interdisciplinarity and stimulates the development of students' autonomy. However, bureaucracy was identified as an obstacle to the implementation of new Resource Rooms in the locality.Keywords: Significance of Teaching; Ausubel; Teacher of AEE; Inclusive education.

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Valente, Pedro Santos, José Benício Costa, Gilberto Martins Lynch et Douglas Da Silva Barros. « David Ausubel’s theory and learning improvement : a case study of the Leveling Courses Program in Basic Sciences for Engineering ». International Journal on Alive Engineering Education 4, n^o 2 (23 avril 2018) : 65. http://dx.doi.org/10.5216/ijaeedu.v4i2.48273.

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The evasion in higher education, especially in science courses, is a reality faced by universities not only in Brazil, but also in several other countries around the world. The number of students who drop out of university is very expressive, resulting in academic, economic and social losses. To try to minimize this problem, the University Extension Department of the Federal University of Pará (UFPA) together with the Institute of Technology (ITEC) created in 2011 the Levelling Courses Program in Basic Sciences for Engineering (LCPBSE), whose main area of action is to teach basic mathematics, physics and chemistry for the newly enrolled students in engineering courses. These classes happen before the students have contact with the first subjects of the basic cycle, especially the discipline of Calculus 1, common to all engineering courses. Recent statistical studies have demonstrated that LCPBSE has a relevant role to reduce educational gaps in conceptual and operational fields in the basic sciences to engineering, in addition to working essential topics to the basic courses of undergraduate. Recognizing the importance of LCPBSE as fundamental tool against evasion rate, the research is aiming to better understand its functionality and how it was able to increase the approval ratings. Thus, this paper has as objective to explain how the LCPBSE supports students and it tries to understand what epistemological learning mechanism under the factors contributing to students academic performance increasing. The methodology was based on the bibliographical research of several authors who study the cognitive learning. Among them, we studied those who had a philosophical cognitive/constructivist stance: Piaget, Vygotsky, Kelly, Ausubel and Vergnaud. As a result of this studies, we focus on David Ausubel’s work, who proposes the Meaningful Learning Theory, a thesis that may be able to explain how LCPBSE is helping students to learn more efficiently. According to Ausubel, for learning to be meaningful, it is necessary for the new information to relate to a relevant aspect already existing in the learner's cognitive structure. These relevant aspects are called subsumers, which serve as an anchor for the new knowledge to be acquired. Based on this, the LCPBSE classes may be serving as an organizer of the students' subsumers, so that they can attend the Calculus classes already with the necessary prior knowledge. Finally, we concluded that the organization of subsumers can be a critical strategy used to improve learning and to decrease the evasion rates. Such strategy can be applied not only in the LCPBSE, but also in other programs of other universities.

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Chen, Ke, et Fang Lei Li. « Design and Application of Students’ Learning Mode in Science and Engineering Universities under ESP Environment ». Advanced Materials Research 753-755 (août 2013) : 3169–72. http://dx.doi.org/10.4028/www.scientific.net/amr.753-755.3169.

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With the development of world economy and trade,as well as the reform of college English teaching and learning in China, the teaching and study of English for Specific Purposes (ESP) has also been developing rapidly. However, according to the functional theory of Halliday and the meaningful learning theory of Ausubel, ESP education and teaching in universities at different levels should suit students various professional needs and bear their own traits, therefore ESP teaching and learning mode should be designed with the intent to bring the improvement to students competitive ability. This paper attempts to discuss the design and application ESP teaching and learning mode in science and engineering universities so as to provide some reference to the reform of Xi 'an education and teaching.

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Biasotto, Leonardo Caumo, Camila Faligurski Fim et Rosana Maria Luvezute Kripka. « A TEORIA DA APRENDIZAGEM SIGNIFICATIVA DE DAVID PAUL AUSUBEL : UMA ALTERNATIVA DIDÁTICA PARA A EDUCAÇÃO MATEMÁTICA / DAVID PAUL AUSUBEL'S THEORY OF MEANINGFUL LEARNING : A DIDACTIC ALTERNATIVE TO MATHEMATICS EDUCATION ». Brazilian Journal of Development 6, n^o 10 (2020) : 83187–201. http://dx.doi.org/10.34117/bjdv6n10-668.

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Schulz, Lisiane Ott, et Tânia Maris De Azevedo. « O discurso docente em língua inglesa e a promoção efetiva do desenvolvimento da habilidade de compreensão oral discente ». Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 69, n^o 1 (26 janvier 2016) : 111. http://dx.doi.org/10.5007/2175-8026.2016v69n1p111.

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<p>http://dx.doi.org/10.5007/2175-8026.2016v69n1p111</p><p>O presente artigo traz os resultados de uma pesquisa que teve como finalidade verificar o grau de êxito da compreensão do discurso oral docente de aprendizes de língua inglesa de nível de proficiência B2, conforme classificação sugerida pelo <em>Quadro Comum Europeu. </em>Também objetivou identificar as percepções de docentes e discentes de como deve ser a enunciação oral do professor para que haja promoção efetiva do desenvolvimento da habilidade de compreensão dos aprendizes. O propósito desse estudo foi o de comparar a percepção dos dois grupos, bem como contrastar essas opiniões com o grau de êxito da compreensão e com a finalidade didática do discurso docente. A análise e a discussão dos dados foram realizadas sob a luz da perspectiva sociointeracionista de Vygotsky, da teoria enunciativa de Benveniste e do conceito de <em>aprendizagem significativa</em> de Ausubel.</p>

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Knauth, Débora, et Antônio Luiz de Moraes. « Ciência para menores elaboração de contos infantis como prática para uma aprendizagem significativa no ensino de ciências ». Revista Eletrônica Científica da UERGS 7, n^o 2 (27 août 2021) : 212–22. http://dx.doi.org/10.21674/2448-0479.72.212-222.

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Resumo Práticas que visem a um ensino-aprendizagem mais dinâmico e significativo têm sido foco de interesse de pesquisas dentro da área de educação. Fazer com que os estudantes sejam mais participativos no processo de aprendizagem e ajudá-los a ter autonomia na busca por informações têm sido um desafio para os educadores. A teoria da Aprendizagem Significativa, proposta por Ausubel (1963), explica que novos conhecimentos são incorporados e melhor aprendidos quando relacionados a conhecimentos prévios já compreendidos pelo sujeito. Na educação, essa metodologia permite ressignificar e reorganizar ideias, criando novas conexões cognitivas. Dessa forma, o presente trabalho tem como objetivo apresentar uma prática de ensino-aprendizagem baseada na teoria da Aprendizagem Significativa por meio da elaboração de livretos de contos infantis. Uma turma do 1º ano do Ensino Médio foi escolhida para participar da prática que teve como ponto de partida a elaboração de Mapas Conceituais (organizadores prévios) e aplicação de um pré-questionário. Os estudantes foram orientados sobre onde e como fazer uma busca por informações pela internet, uma vez que esse meio de pesquisa é tão usado e importante, porém pouco explorado em sala de aula. A construção do livreto de contos sobre um tópico de Ciências da Natureza foi o produto final do trabalho. Após a atividade, foi realizada a aplicação de um pós-questionário para tornar viável uma análise mais adequada das possíveis aprendizagens dos estudantes. A comparação dos questionários e análise dos materiais produzidos mostraram ideias mais ricas, claras e interrelacionadas, corroborando a hipótese do estudo. O trabalho evidenciou uma ligação entre o múltiplo espaço da internet e a produção física de material (livreto), que se mostrou eficiente para a compreensão e síntese de conteúdos ligados as Ciências da Natureza. Palavras-chave: Ausubel; ensino-aprendizagem; livreto; mapas conceituais; metodologia. Abstract Science for minors: writing children's booklets as a practice for Meaningful Learning in Science Education Practices that aimed more dynamic and meaningful teaching-learning have been the focus of interest within the area of Education. Making students participatory in the learning process and helping them to have autonomy in the search for information has been a challenge for educators. The Theory of Meaningful Learning, proposed by Ausubel, brings that new knowledge are incorporated and better learned when related to previous knowledge already understood by the subject. In education, this methodology makes it possible to reframe and reorganize ideas, creating new cognitive connections. Thus, the present work aims to present a teaching-learning practice based on the Theory of Meaningful Learning through the development of children's booklet. A class from the 1st year of high school was chosen to participate in the practice that started with the elaboration of Concept Maps (previous organizers) and application of a Pre-questionnaire. The students were instructed on where and how to search for information on the internet, since this means of research is so used and important, but little worked in the classroom. The construction of the booklet of short stories on a topic in Natural Sciences was the final product of the work. After the activity, a Post-questionnaire was applied to make a more adequate analysis of the students' learnings. This study evidenced a connection between the multiple space on the internet and the physical production of material (booklet), which proved to be efficient for the understanding and synthesis of contents related to the Natural Sciences. The comparison of the questionnaires and analysis of the materials produced showed richer, clearer and more interrelated ideas, corroborating the study's hypothesis. Keywords: Ausubel; booklet; concept maps; methodology; teaching-learning. Resumen Ciencia para menores: elaboración de cuentos para niños como práctica para un aprendizaje significativo en la enseñanza de las ciencias Las prácticas dirigidas a una enseñanza y un aprendizaje más dinámicos y significativos han sido el foco de interés dentro del área de la educación. Hacer que los estudiantes sean participativos en el proceso de aprendizaje y ayudarlos a tener autonomía en la búsqueda de información ha sido un desafío para los educadores. La teoría del Aprendizaje Significativo, propuesta por Ausubel, trae consigo que se incorporen nuevos conocimientos y se aprendan mejor cuando se relacionan con conocimientos previos ya entendidos por el individuo. En educación, esta metodología permite afinar y reorganizar ideas, creando nuevas conexiones cognitivas. Así, el presente trabajo tiene como objetivo presentar una práctica de enseñanza-aprendizaje basada en la teoría del Aprendizaje Significativo a través de la elaboración de libros de cuentos infantiles. Se eligió una clase de 1º año de secundaria para participar de la práctica que se inició con la elaboración de Mapas Conceptuales (organizadores anteriores) y aplicación de un Pre-cuestionario. Se instruyó a los estudiantes sobre dónde y cómo buscar información en Internet, ya que este medio de investigación es tan utilizado e importante, pero poco trabajado en el aula. La construcción del libro de cuentos sobre un tema de Ciencias Naturales fue el producto final del trabajo. Tras la actividad, se aplicó un Post-cuestionario para viabilizar un análisis más adecuado del posible aprendizaje de los estudiantes. Este estudio evidenció una conexión entre el espacio múltiple en internet y la producción física de material (cuadernillo), que resultó ser eficiente para la comprensión y síntesis de contenidos relacionados con las Ciencias Naturales. La comparación de los cuestionarios y el análisis de los materiales producidos arrojaron ideas más ricas, claras e interrelacionadas, corroborando la hipótesis del estudio. Palabras-clave: Ausubel; enseñanza-aprendizaje; libro; mapas conceptuales; metodología.

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Perni, Ni Nyoman. « PENERAPAN TEORI BELAJAR HUMANISTIK DALAM PEMBELAJARAN ». Adi Widya : Jurnal Pendidikan Dasar 3, n^o 2 (11 juillet 2019) : 105. http://dx.doi.org/10.25078/aw.v3i2.889.

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<p>Students are human beings whose human identity as a conscious subject needs to be defended and enforced through educational systems and models that are "free and egalitarian". The future challenge of education is to realize the process of learning democratization. A democratization process that reflects that learning is on children's initiative. To develop so that humans become mature, it is not enough if they are only trained, but also must be educated. Students must be educated for realists, recognize a life that is multidimensional, not uniform and invited to live a complementary diversity. Whereas in training, what is primarily formed is outward behavior. This learning theory talks more about the concepts of education to shape human beings who are aspired to, and about the learning process in its most ideal form. In other words, this theory is more interested in the notion of learning in its most ideal form than the understanding of the learning process as it is, as has been studied by other learning theories. In its implementation, this humanistic theory, among others, also appears in the learning approach proposed by Ausubel.</p>

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Acevedo Peña, Margarita, et Norma Ivette Beltrán Lugo. « Teorías educativas en la enseñanza de enfermería ». Revista CuidArte 3, n^o 6 (17 février 2015) : 14. http://dx.doi.org/10.22201/fesi.23958979e.2014.3.6.69083.

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<div>esumen</div><div><br /></div><div>El estudiantado de Enfermería aprende los procedimientos encaminados al cuidado de la persona mediante varios métodos:  la observación, la ejecución-acción y la repetición técnica de los mismos en escenarios clínicos reales. Actualmente, la enseñanza de la Enfermería se encuentra sustentada en algunas corrientes educativas y teorías del aprendizaje. Debemos propiciar que la/el estudiante de Enfermería aprenda significativamente, lo que implica  atribuirle significado al material objeto de aprendizaje a partir de los conocimientos previos y la actualización de esquemas de conocimiento congruentes con cada situación. La teoría del aprendizaje social de Albert Bandura es clara y adecuada a la forma en que aprendemos las/los profesionales de Enfermería, de la misma forma que Ausubel aporta los aprendizajes significativos que han sido retomados en los planes y programas de estudio de enfermería.</div><div>Palabras clave: Procedimiento, Aprendizaje, Conocimiento, Enfermería, Estudiante.</div><div><br /></div><div>Abstract</div><div>The nursing student will learn the procedures directed towards caring of patients through several methods: the observation, the execution-action and technical repetition of these in clinic scenarios. Currently, nursing teaching is supported by different teaching currents and learning theories. We’ve got to promote that nursing students learn meaningfully, which implies attributing meaning to the learning object material through previous knowledge and the updating learning schemes congruent to each situation.  Albert Bandura’s theory of social learning that is clear and adequate to the way nursing professionists learn, as well as Ausubel provides significative knowledge that has been re-taken in nursing study plans and programs.</div><div>Key words: Procedure, Learning, Knowledge, Nursing, Student</div><div><br /></div>

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Alho, Kaleb Ribeiro, Legila Torres Albuquerque et Paula Ribeiro. « Astronomia na Escola : Um Projeto de Extensão em uma Escola do Interior do Amazonas ». Revista Brasileira de Extensão Universitária 12, n^o 2 (14 juillet 2021) : 269–85. http://dx.doi.org/10.36661/2358-0399.2021v12i2.11845.

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Este trabalho apresenta as ações de extensão desenvolvidas no projeto “Ensino de Astronomia com material concreto”, vinculado à Pró-Reitoria de Extensão de uma universidade pública brasileira. O projeto visou enriquecer os conhecimentos astronômicos de alunos do 5° e 6° anos do ensino fundamental de uma escola pública mediante o uso de palestras, atividades práticas e oficinas, produzidas com recursos tecnológicos audiovisuais e materiais de baixo custo. Tendo como referencial teórico a teoria da aprendizagem de Ausubel, as turmas envolvidas no projeto participaram de uma pesquisa com o objetivo de obter dados relativos ao conhecimento prévio que possuíam sobre os tópicos de Astronomia. Por meio das ações desenvolvidas, foram apresentados conceitos astronômicos aos alunos. Após as apresentações, novas coletas de dados foram realizadas com o intuito de verificar o nível de aprendizado alcançado. A análise dos dados revelou que o estágio atingido pelas crianças nem sempre está próximo do ideal da construção de uma visão conceitual e realista do universo. Porém, iniciativas extensionistas na área de ensino e divulgação da Astronomia contribuem para potencializar o interesse dos alunos por esta área de conhecimento. Em contrapartida, podem auxiliar os professores na implementação de novas práticas e metodologias para a aprendizagem desta ciência no ensino fundamental. Palavras-chave: Educação Não Formal; Práticas em Astronomia; Estratégias Metodológicas Astronomy at school: A university extension project at a school in the inland areas of Amazonas Abstract: This paper presents the extension actions developed in the project "Teaching Astronomy with concrete material," linked to the Pro-Rectory of Extension of a Brazilian public university. The project aimed to enrich the astronomical knowledge of students of the 5th and 6th years of an elementary public school through lectures, practical activities, and workshops produced with audiovisual technological resources and low-cost materials. With the theoretical framework of the theory of learning of Ausubel, the classes involved in the project participated in research aiming to obtain data related to the previous knowledge they had about astronomy topics. Through the actions developed, astronomical concepts were presented to the students. After the presentations, new data collections were performed in order to verify the level of achieved learning. Data analysis revealed that the stage reached by children is not always close to the ideal of a conceptual and realistic view of the universe. However, extensionist initiatives in teaching and disseminating astronomy contribute to enhancing students' interest in this area of knowledge. On the other hand, they can help teachers implement new practices and methodologies for learning this science in elementary school. Keywords: Non-Formal Education; Astronomy practices; Methodological Strategies

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Kusuma Wardhani, Ni Ketut Srie. « Developing Of Hindu Religious Education Learning Model Based On Character Education In SMA Negeri 1 Pekutatan ». Vidyottama Sanatana : International Journal of Hindu Science and Religious Studies 4, n^o 1 (30 mai 2020) : 132. http://dx.doi.org/10.25078/ijhsrs.v4i1.1426.

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<p>This research is a development research that emphasizes on the developing of Hindu religious education learning activities in SMA 1 Pekutatan. This study emphasizes on: identifying core competencies and basic competencies that are appropriated in developing, identifying themes and sub themes, models and approaches, and types of assessment that are appropriate to be developed in Hindu subjects based on character development. Theories used to dissect the problems in this study are Psychology learning theories as a Humanist Education Paradigm by Ausubel, and the K theory of Social Cognitive Learning Theories from Albert Bandura, and Theory of Social Change by Jean Piaget. The method used in this research is R&D method that started with survey to identify problems until the revision model. Data obtained by conducting surveys using observations, questionnaires and interviews. The development of learning activities is validated by experts who have an educational background, culture and also character development education. Data analysis was analyzed descriptively qualitatively by explaining "Real Finding". The results of this study are the developing of Hindu religious education learning activity models to be valid and effective and the implications of their development. By including character development education, it can help students to develop student character early. Learning activities are designed to develop the character of high school students in Hindu subjects in SMA 1 Pekutatan. The results obtained from this assessment are: value learning approaches that insert character values that can help develop students' personalities and characters early on and can stimulate students to be more active in learning which results deeper values being implanted, moral reasoning, value analysis and spiritual culture understanding.</p>

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Costa, Felipe De Almeida, et Norma Suely Gomes Allevato. « Estudo das funções trigonométricas a partir da Teoria da Aprendizagem Significativa ». Revemop 1, n^o 1 (10 janvier 2019) : 126. http://dx.doi.org/10.33532/revemop.v1n1a7.

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<p>Este artigo apresenta uma análise da produção de estudantes na resolução de uma situação-problema envolvendo funções trigonométricas. A atividade foi extraída do Caderno do Aluno, material elaborado pela Secretaria de Estado da Educação de São Paulo. Participaram da resolução estudantes do 2º ano do Ensino Médio de uma escola pública de São Paulo. O trabalho dos estudantes foi realizado em grupos. O desenvolvimento da atividade envolvia um organizador prévio elaborado no GeoGebra e a consideração dos pesquisadores de que conhecimentos prévios estavam disponíveis na aquisição do conhecimento novo envolvido, subsidiados pela Teoria da Aprendizagem Significativa de David Ausubel. A situação envolveu questões relativas às funções y = Asen(Bx) + C e y = Acos(Bx) + C e teve por objetivo possibilitar o aprofundamento de conhecimentos sobre funções trigonométricas, mais especificamente a avaliação dos efeitos dos parâmetros A, B e C. As análises revelaram que, no uso de um <em>software</em> de geometria dinâmica, na condição de organizador prévio e com a existência de conhecimentos prévios, as funções y = sen(x) e y = cos(x) potencializam a aprendizagem dos estudantes acerca dos conhecimentos novos da situação-problema proposta.<strong></strong></p><p><strong>Palavras-chave: </strong>Educação Matemática. Funções Trigonométricas. GeoGebra. Aprendizagem Significativa.</p><p><strong><br /></strong></p><p><strong>Trigonometric functions from the theory of meaningful learning</strong></p><p>The present article presents an analysis of student output in solving a problem situation involving parametric trigonometric functions. The situation used was extracted from the Student Notebook, material prepared by the Education Department of the State of São Paulo. 40 students from a high school class from a public school in São Paulo participated in the resolution, one of the authors of this article being a teacher and responsible for the application of the activity. The work of the students was carried out in groups of 5. The development of the activity involved a previous organizer elaborated in GeoGebra, and the consideration of the researchers of what previous knowledge was available in the acquisition of the new knowledge involved in the situation, in accordance with the Theory of Learning Significant of Ausubel. The problem situation involved questions related to the functions y = Asin(Bx) + C and y = Acos(Bx) + C, and aimed to allow a deeper understanding of trigonometric functions, but specifically to evaluate the effects of parameters A, B and C. The analyzes revealed that the use of dynamic geometry <em>software</em> as a prior organizer and the existence of previous knowledge, the functions y = sin(x) and y = cos(x) enhance students' learning about new.</p><p><strong>Keywords: </strong>Mathematics Education. Trigonometric Functions. <em>GeoGebra</em>. Meaningful Learning.</p><p><strong><br /></strong></p><p><strong>Estudio de las funciones trigonométricas a partir de la Teoría del Aprendizaje Significativo</strong></p><p>Este artículo presenta un análisis de la producción de estudiantes en la resolución de una situación-problema involucrando funciones trigonométricas. La actividad fue extraída del Cuaderno del Alumno, material elaborado por la Secretaría de Estado de Educación de São Paulo. Participaron de la resolución estudiantes del 2º año de la secundaria de una escuela pública de São Paulo. El trabajo de los estudiantes se realizó en grupos. El desarrollo de la actividad involucra un organizador previo elaborado en GeoGebra y la consideración de los investigadores de que los conocimientos previos estaban disponibles en la adquisición del nuevo conocimiento implicado, subsidiados por la Teoría del Aprendizaje Significativo de David Ausubel. La situación involucró cuestiones relativas a las funciones y = Asen(Bx) + C e y = Acos(Bx) + C y tuvo por objetivo posibilitar la profundización de conocimientos sobre funciones trigonométricas, más específicamente la evaluación de los efectos de los parámetros A, B y C. Los análisis revelaron que, en el uso de un software de geometría dinámica, en la condición de organizador previo y con la existencia de conocimientos previos, las funciones y = sen (x) e y = cos (x) potencian el aprendizaje de los estudiantes acerca de los conocimientos nuevos de la situación-problema propuesta.</p><p><strong>Palabra clave: </strong>Educación Matemática. Funciones Trigonométricas. GeoGebra. Aprendizaje Significativo.</p>

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Pereira, Jackeline Camargos, Luma Ravena Soares Monte, Caroline Cordeiro Souto, Antonio Henrique Matos Carvalho, Luzimeire dos Santos Teixeira, Rogério Dias Renovato et Cibele De Moura Sales. « Metodologias Ativas e Aprendizagem Significativa : Processo Educativo no Ensino em Saúde ». Revista de Ensino, Educação e Ciências Humanas 22, n^o 1 (25 mars 2021) : 11–19. http://dx.doi.org/10.17921/2447-8733.2021v22n1p11-19.

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ResumoO termo ensino e aprendizagem valoriza a interdependência dos processos de ensinar e de aprender. As metodologias ativas de ensino e a teoria da aprendizagem significativa de Ausubel dão protagonismo ao estudante em seu desenvolvimento cognitivo, respeitando os saberes prévios, teóricos e práticos. O objetivo da pesquisa é analisar uma prática educativa, segundo a teoria da aprendizagem significativa, sobre metodologias ativas no ensino em saúde, realizada no Programa de Pós-graduação em Ensino em Saúde, mestrado profissional, da Universidade Estadual de Mato Grosso do Sul. A prática educativa foi realizada em quatro momentos: construção de uma colcha de retalhos pelos participantes; problematização sobre metodologia ativa; construção de mapa conceitual; e apresentação da teoria da aprendizagem significativa por meio de um cordel elaborado pelo grupo. A confecção da colcha de retalhos resgatou os saberes, bem como propiciou troca de experiências e de reflexões. A problematização desencadeou um consenso de que as metodologias de ensino devem ser estrategicamente planejadas, considerando o contexto e os atores envolvidos. O mapa conceitual como estratégia educativa e de avaliação formativa evidenciou que os mestrandos desenvolveram a aprendizagem significativa na temática abordada. A entoação do cordel sobre a teoria da aprendizagem significativa despertou o interesse e a atenção dos educandos. A prática educativa mobilizou subsunçores na temática, com problematização, reflexão e ressignificação, tanto nos participantes quanto nos mediadores, de forma horizontal no ensino e aprendizagem, em que quem ensina aprende, e quem aprende também ensina. Portanto, foi um processo de metodologia ativa de ensino com aprendizagem significativa. Palavras-chave: Educação em Saúde. Metodologias Ativas de Ensino e Aprendizagem. Problematização. Mapas Conceituais.AbstractThe term teaching-learning values the teaching and learning interdependence processes. The active teaching methodologies and Ausubel's theory of meaningful learning provide the student with a leading role in his or her cognitive development, respecting previous, theoretical and practical knowledge. The objective of this research is to analyze an educational practice, according to the theory of meaningful learning, about active methodologies in health education, held in the professional master degree level at University of Mato Grosso do Sul in Health Education Postgraduate Program. The educational practice was performed in 4 moments: a quilt construction by the participants; questioning about active methodology; concept map construction; and presentation of the theory of meaningful learning through a cordel elaborated by the group. The making of the quilt rescued the knowledge as well as provided exchange of experiences and considerations. The questioning triggered a consensus that teaching methodologies should be strategically planned, considering the context and the actors involved. The concept map as an educational strategy and formative evaluation showed that the master degree students developed significant learning in the thematic approach. The cordel intonation about the theory of meaningful learning aroused the students’ interest and attention. The educational practice mobilized subsumers, with problematization, reflection and resignification, both in the participants and the mediators, horizontally in teaching-learning, where those who teach learn, and those who learn also teach. Therefore, it was a process of active teaching methodology with significant learning. Keywords: Health Education. Active Teaching-Learning Methodologies. Problematization. Concept Maps.

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Mederos Machado, María Caridad, Carlos Eloy Balmaseda Espinosa, Marilin Balmaseda Mederos et Lilia Valencia Cruzatti. « ACTUACIÓN DIDÁCTICA DE LOS DOCENTES DE LA UNIVERSIDAD ESTATAL PENÍNSULA DE SANTA ELENA. RESULTADOS DE UNA EXPERIENCIA DE COEVALUACION ». REVISTA CIENCIAS PEDAGÓGICAS E INNOVACIÓN 6, n^o 1 (13 juin 2018) : 154–61. http://dx.doi.org/10.26423/rcpi.v6i1.249.

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El ejercicio de la cátedra y la investigación bajo la más amplia libertad sin ningún tipo de imposición o restricción religiosa, política, partidista o de otra índole está reconocida en la Constitución de Ecuador y en otras normativas que establecen los derechos y obligaciones de los docentes. El hecho de que en el país exista libertad de cátedra no es incompatible con la idea de que en las clases de las universidades se observen principios y procedimientos metodológicos, que consideren diferentes corrientes y teorías relacionadas con el aprendizaje como las que indica Larrea (2014) con el análisis de la complejidad sistémica aplicada al currículo universitario, el Constructivismo de (Ausubel, 1991), la teoría de la determinación social del desarrollo psíquico (Vigotsky, 1978), la teoría de la complejidad (Morín, 1999), el Conectivismo (Siemens, 2004), Pedagogía crítica (Freire, Faundez, 2010), Formación en competencias (Posada, 2011), entre otras. También relacionadas con la formación de valores, que deben ser atendidos dentro del proceso docente. El presente trabajo tiene como objetivo analizar los aciertos y desaciertos didácticos de los profesores de la Universidad Estatal Península de Santa Elena (UPSE), a partir del procesamiento de los instrumentos utilizados para la evaluación de pares, en un período académico, (una guía de observación de respuestas dicotómicas). El trabajo examina esta guía aplicada a todos los docentes evaluados, a partir de un análisis de frecuencia en cada ítem estudiado. Los resultados alcanzados permiten diseñar acciones metodológicas basadas algunas en el Modelo Iceberg (De Miguel, 2005) y en los autores ya citados, a nivel institucional para orientar mejor la formación del docente en el propio puesto de trabajo. Se concluye que los principales problemas detectados se relacionan con el estímulo a la investigación y a la lectura y a la necesidad deponer énfasis en el aprendizaje interactivo y un uso adecuado de los medios. Palabras clave: Didáctica, docentes, métodos de enseñanza- aprendizaje ABSTRACT The exercise of academic and research under the broadest freedom without any imposition or religious, political, partisan or other restrictions it is recognized in the Constitution of Ecuador and other regulations that establish the rights and obligations of teachers. The fact that there is academic freedom in the country is not incompatible with the idea that in the classes are observed universities principles and methodological procedures that consider different trends and theories related to learning like as Constructivism (Ausubel, Novak, Hanesian, 1978), the theory of social determination of mental development (Vygotsky, 1978), the theory of complexity (Morin, 1999), Connectivism (Siemens, 2004), critical pedagogy (Freire, Faundez, 2010), training in skills (Posada, 2011), among others. Also related to the formation of values, which must be addressed within the teaching process. This paper aims to analyze the successes and failures of teachers of the UPSE, from processing of the instruments used for peer review in an academic period. Peer assessment forms applied to all teachers evaluated from a frequency analysis on each item studied are discussed. The results allow some design methodological actions based on the Iceberg Model (De Miguel, 2005) and the authors already mentioned, at the institutional level to better target the training of teachers in the job itself. It is concluded that the main problems relate to the encouragement of research and reading and to the need to depose emphasis on interactive learning and appropriate use of the media.

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Jiménez-Aragón, Laura. « MARCO TEÓRICO METODOLÓGICO DE LA EVALUACIÓN PARA APRENDER ». Revista Electrónica Calidad en la Educación Superior 7, n^o 1 (31 mai 2016) : 100–126. http://dx.doi.org/10.22458/caes.v7i1.1378.

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El presente artículo tiene el objetivo de mostrar el marco teórico-metodológico que integra la concepción de la evaluación para aprender, para esto presenta y analiza información básica sobre el objeto y funciones de la evaluación de los aprendizajes; en relación con la evaluación para aprender, se presenta la competencia de aprender a aprender como su principal objeto de formación, el constructivismo cognitivo y social como sus fundamentos teóricos y finalmente, como su fundamento metodológico se plantea la característica integrada e integral y la función formativa y formadora de la evaluación. Entre las conclusiones más relevantes se establece: que el cambio en los modelos formativos y consecuentemente la evaluación de los aprendizajes es una necesidad y demanda socio-laboral; el objeto de la evaluación siempre es el mismo lo que varía son sus funciones; la evaluación para aprender surge como respuesta ante las demandas del contexto sociolaboral que requiere que el estudiantado desarrolle gradualmente habilidades cognitivas y emocionales (aprenda a aprender) que le capaciten para conocer y regular sus procesos cognitivos; teóricamente la evaluación para aprender se fundamenta en el constructivismo cognitivo, principalmente en las teorías de Piaget y Ausubel y desde el constructivismo social se sustenta en la teoría de Vygotsky y Leontiev. Metodológicamente, la evaluación para aprender se caracteriza por ser integrada porque se vuelve una con el mismo proceso de aprendizaje e integral porque amalgama el conocimiento disciplinar y las habilidades cognitivas y emocionales en acciones que conforman las actividades de aprendizaje; finalmente, la función formativa se centra mayormente en la regulación y realimentación del docente pero en la medida que la retroalimentación se transforma en interactiva y va trasladando la responsabilidad autoreguladora del aprendizaje al estudiantado transita hacia una función formadora.Palabras clave: aprender a aprender; evaluar para aprender; constructivismo cognitivo; constructivismo social; integrada; integral; función formativa; función formadora Summary This article aims to show the theoretical and methodological framework that integrates the concept of assessment for learning, this presents and analyzes basic information about the purpose and functions of the evaluation of learning; regarding the assessment for learning it presents the competence of learning to learn as its main object of formation, cognitive and social constructivism as its theoretical basis and finally, as its methodological basis it is proposed the integrated and holistic feature, and the forming and formative function of evaluation.Among the most important conclusions it states: that the change in the formative models and consequently the evaluation of learning is a necessity and a socio-labor demand; the purpose of the assessment is always the same what it varies are its functions; assessment for learning surges as a response to the demands of social-labor context that requires students to develop gradually cognitive and emotional skills (learning to learn) that enables them to know and regulate their cognitive processes; in theory assessment for learning is based on cognitive constructivism, principally on the theories of Piaget and Ausubel and from the social constructivism is based on the theory of Vygotsky and Leontiev. Methodologically, assessment for learning is characterized by being integrated because it becomes one with learning process itself and holistic because it amalgams disciplinary knowledge and cognitive and emotional skills in actions that conform learning activities; finally, the training function focuses mainly in the regulation and feedback of teachers but to the extent that feedback becomes interactive and it is shifting the self-regulating responsibility of learning to the students it moves to a forming function.Keywords: learning to learn; assessment for learning; cognitive constructivism; social constructivism; integrated; holistic; formative function; forming function

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Pereira, Regina Mara Silva, et Sirlene Neves de Andrade. « Interações e Transformações em Química : Níveis de Conhecimento Necessários Para Alcançar uma Aprendizagem Significativa ». Revista de Ensino, Educação e Ciências Humanas 19, n^o 2 (23 mai 2018) : 209. http://dx.doi.org/10.17921/2447-8733.2018v19n2p209-2016.

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Neste trabalho, por meio de experiência da pesquisadora se constatam as dificuldades dos estudantes na passagem de uma etapa escolar a outra, isto conduziu a propor uma pesquisa cujo objetivo é de identificar e analisar como os conhecimentos prévios esperados dos estudantes podem ser usados para o desenvolvimento de novos conhecimentos, quando se deseja que os mesmos tenham uma aprendizagem significativa e que possa ser útil tanto na escola como na vida em sociedade. Para tal se considera como referencial teórico da pesquisa a teoria da aprendizagem significativa de David Ausubel e a noção de níveis de conhecimento esperados dos estudantes, segundo a definição de Aline Robert. Trata-se de uma pesquisa qualitativa cujo método é o da pesquisa documental para a qual se construiu uma grade de análise com o propósito de compreender como são tratados os três níveis de conhecimento no ensino e aprendizagem de interações e transformações químicas. Após mostrar o funcionamento da grade, consideram-se exemplos da análise do “caderno do professor” e os resultados mostram que é preciso uma atenção especial do professor, com um discurso adequado que leve em conta os conhecimentos prévios de seus estudantes de forma a atingir o nível disponível e, assim, permitir que os estudantes alcancem uma aprendizagem significativa. Como conclusão se considera que é preciso criar momentos de discussões com os professores do Ensino Médio para que estes possam identificar os conhecimentos prévios de seus estudantes e introduzir novos conhecimentos a partir dos que eles já possuem.Palavras-chave: Química. Aprendizagem Significativa. Níveis de Conhecimento.AbstractIn this study, through the researcher’s experience the students’ difficulties are observed in the passage from one school stage to another, this led to propose a research whose goal is to identify and analyze how the prior knowledge expected from students can be used for the new knowledge development, when it is expected that they have a meaningful learning and that can be useful both in school and in life in society. Thus, as a theoretical study is considered of the theory of significant learning from David Ausubel and the notion of knowledge levels expected from students, according to the Aline Robert’s definition. This is a qualitative research whose method is the documentary research for which they built a grid of analysis with the purpose to understand how all three levels of knowledge are treated in teaching and learning of chemical interactions and transformations. After showing the grid operation, examples of analysis are considered of the "Teacher's book" and the results show that a special attention from the teacher is necessary, with a suitable discourse that takes into account the previous knowledge of their students in order to achieve the level available and, thus, allow students to achieve a meaningful learning. As a conclusion if it considered that it is necessary to create moments of discussions with High School’s teachers so that they can identify the students’ prior knowledge and introduce new knowledge from what they already have.Keywords: Chemistry. Significant Learning. Knowledge Levels

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Wals, Arjen Evert-Jan. « Young Adolescents' Perceptions of Environmental Issues : Implications for Environmental Education in Urban Settings ». Australian Journal of Environmental Education 8 (1992) : 45–58. http://dx.doi.org/10.1017/s081406260000330x.

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Despite good intentions, many environmental education (EE) projects seem to fall short in realising ambitious learning goals such as “helping citizens become environmentally knowledgeable, skilled and dedicated people who are willing to work individually and collectively, toward achieving and/or maintaining a dynamic equilibrium between the quality of life and the quality of the environment.” (Harvey cited in Hungerford et al., 1980). Without always challenging the nature and content of these goals, many researchers and practitioners are trying to resolve this discrepancy between the theory and practice of EE. Some have tried to instrumentally structure EE content matter by using hierarchical levels of universal goals and objectives (e.g. Hungerford et al., 1980; Marcinkowski, 1990) whereas others who question the value or the status of universal goals and objectives, have put emphasis on contextual development of EE within the school community (e.g. Bull et al., 1988; Robottom, 1987). However, relatively little attention has been paid to the way young people come to make sense of their own environment through their everyday interactions with(in) the lifeworld.For more than fifty years constructivist approaches to learning have suggested that the pre-instructional perceptions (also referred to as “mini-theories” and “misconceptions”) of the learner play a key role in successful learning or lack thereof (Ausubel, 1968; Driver and Oldham, 1986; Freyberg and Osborne, 1981; Gilbert and Watts, 1983; Hasweh, 1986; Novak and Gowin, 1984, Wals, 1987) Yet, unlike the English teacher who is very capable of determining at what “level” her students are, environmental educators have little understanding of students' perceptions of the environment and environmental issues, and the “mini-theories” to which they lead.

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Novak, Joseph D. « The Promise of New Ideas and New Technology for Improving Teaching and Learning ». Cell Biology Education 2, n^o 2 (juin 2003) : 122–32. http://dx.doi.org/10.1187/cbe.02-11-0059.

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There have been enormous advances in our understanding of human learning in the past three decades. There have also been important advances in our understanding of the nature of knowledge and new knowledge creation. These advances, when combined with the explosive development of the Internet and other technologies, permit advances in educational practices at least as important as the invention of the printing press in 1460. We have built on the cognitive learning theory of David Ausubel and various sources of new ideas on epistemology. Our research program has focused on understanding meaningful learning and on developing better methods to achieve such learning and to assess progress in meaningful learning. The concept map tool developed in our program has proved to be highly effective both in promoting meaningful learning and in assessing learning outcomes. Concept mapping strategies are also proving powerful for eliciting, capturing, and archiving knowledge of experts and organizations. New technology for creating concept maps developed at the University of West Florida permits easier and better concept map construction, thus facilitating learning, knowledge capture, and local or distance creation and sharing of structured knowledge, especially when utilized with the Internet. A huge gap exists between what we now know to improve learning and use of knowledge and the practices currently in place in most schools and corporations. There are promising projects in progress that may help to achieve accelerated advances. These include projects in schools at all educational levels, including projects in Colombia, Costa Rica, Italy, Spain, and the United States, and collaborative projects with corporate organizations and distance learning projects. Results to date have been encouraging and suggest that we may be moving from the lag phase of educational innovation to a phase of exponential growth.

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Gamez, Judith Rocha, et Graciela Granados Guzmán. « El laboratorio como un espacio para propiciar el aprendizaje significativo para los cursos por competencias de análisis cuantitativo en nivel medio superior y de química analítica ii del nivel superior utilizando el modelo didáctico la actividad integrad ». South Florida Journal of Development 2, n^o 3 (22 juillet 2021) : 4264–86. http://dx.doi.org/10.46932/sfjdv2n3-037.

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RESUMEN Cuando se imparten asignaturas curriculares bajo la estrategia, además del objetivo de que el alumno aprenda a aprender (Estévez 2002) y tenga determinadas actitudes y habilidades para lograr un aprendizaje significativo (Ausubel), también es necesario establecer diferentes estrategias para poder evaluar pedagógicamente el desempeño del alumno. El modelo de enseñanza que se presenta permite diseñar la enseñanza como base del uso de estrategias cognitivas (Estévez 2002) En cuanto a las condiciones implicadas en el modelo, éstas son la participación activa del alumno: la mediación, orientación y seguimiento del aprendizaje por parte del profesor; el aprovechamiento de los errores y la retroalimentación como fuentes de aprendizaje y la secuenciación de la enseñanza para la obtención del conocimiento objetivo (Estévez 2002) La exigencia de que los alumnos alcancen sus logros de forma individual y sólo a través de su propio esfuerzo es manejarse bajo el paradigma de la teoría del aprendizaje por competencias (Barr 1995) Las asignaturas como análisis cuantitativo de los planes de estudio del Técnico en Laboratorio Clínico y Química Analítica en la licenciatura de Químico Biólogo Clínico, tienen en común que forman parte del proceso que utiliza diferentes métodos para analizar una muestra y cuantificar sus componentes, por lo que son cursos teórico/prácticos. Para evaluar completamente al alumno, se diseña una actividad integradora para cada curso, que consiste en lo siguiente: El alumno retomará los conceptos aprendidos en sus cursos anteriores como: Química I y II, Matemáticas, Análisis Cualitativo y Cuantitativo y en el caso de Análisis Cualitativo para el Técnico en Laboratorio Clínico y las asignaturas de: Química General y Química Analítica I en el caso de Química Analítica II del QCB. ABSTRACT When curricular subjects are taught under the strategy, in addition to the aim that the student is intended to learn to learn (Estevez 2002) and have certain attitudes and skills to achieve meaningful learning (Ausubel), it is also necessary to establish different strategies to be able to evaluate pedagogically the student's performance. The teaching model presented here allows to design teaching as the basis of the use of cognitive strategies (Estevez 2002) As for the conditions involved in the model, these are the active participation of the student: mediation, guidance and monitoring of learning by the teacher; leveraging errors and feedback as sources of learning and sequencing teaching to obtain the goal knowledge (Estevez 2002) The requirement that students achieve their achievements individually and only through their own efforts is to manage ourselves under the paradigm of competency learning theory (Barr 1995) The subjects as quantitative analysis of the curricula of the Technician in Clinical Laboratory and Analytical Chemistry in the bachelor's degree of Clinical Chemical Biologist, have in common that they are part of the process that uses different methods to analyze a sample and quantify its components, for which they are theoretical /practical courses. To fully evaluate the student, an integrative activity is designed for each course, which consists of the following: The student will return to the concepts learned in his past courses such as: Chemistry I and II, Mathematics, Qualitative and Quantitative Analysis and in the case of Qualitative Analysis for the Technician in Clinical Laboratory and the subjects of: General Chemistry and Analytical Chemistry I in the case of Analytical Chemistry II of the QCB.

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Lins, Leonardo Diego, Maíra Cavalcanti Coelho, Sandra Valéria Silva Lins, Reginaldo da Silva Gomes, Stefane Amorim Melo et Maísa Cavalcanti Coelho. « Indigenous Intercultural Physics Teaching Based on David Ausubel’s meaningful Learning theory ». International Journal of Advanced Engineering Research and Science 7, n^o 3 (2020) : 289–92. http://dx.doi.org/10.22161/ijaers.73.42.

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Agra, Glenda, Nilton Soares Formiga, Patrícia Simplício de Oliveira, Marta Miriam Lopes Costa, Maria das Graças Melo Fernandes et Maria Miriam Lima da Nóbrega. « Analysis of the concept of Meaningful Learning in light of the Ausubel's Theory ». Revista Brasileira de Enfermagem 72, n^o 1 (février 2019) : 248–55. http://dx.doi.org/10.1590/0034-7167-2017-0691.

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ABSTRACT Objective: To analyze the concept of Meaningful Learning, according to David Ausubel's Theory. Method: Integrative review using the Meleis's Theoretical Analysis model. Results: The following were identified as antecedents: Previous students' knowledge, potentially meaningful instructional material and student's willingness to learn. The attributes found were: Existence of previous knowledge that allows the connection with the new knowledge; interaction of previous and new knowledge in the cognitive structure; expansion of the cognitive structure through the incorporation of prior knowledge with the new. The consequent ones found: Existence of new knowledge in the cognitive structure of the student, that generate sense and meaning in the cognitive system of the student and that confers importance to him according to the utility for his daily life. Conclusion: The conceptual analysis carried out contributed to the establishment of a more complete definition for Meaningful Learning, which can be appreciated in teaching and research, regardless of the area of activity.

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Adil, Ghulam Nabi, Muhammad Hussain Neda et Zaynab Dahi. « Finding different learning methods of chemistry department students, education faculty of Jawzjan University ». International Journal of Innovative Research and Scientific Studies 2, n^o 1 (20 février 2019) : 1–7. http://dx.doi.org/10.53894/ijirss.v2i1.13.

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This research has been titled (Finding different learning methods of chemistry department students, education faculty of Jawzjan University). The overall aim of this study is to evaluate different styles of student’s learning in chemistry department and to find the most common used methods of learning as well. The importance of this study is the novelty of the topic which has not been investigated so far. This paper also focuses on the challenges and problems that students face in different ways of learning in chemistry department of education faculty. Both quantitative and qualitative methods have been used in this research and the questionnaire has been used for the data collection. In expressing the issue about the importance of learning, learning from the perspective of scientists, problems and challenges in lack of learning, the consequences of lack of learning by students in higher education institutes, schools, family, the individual and the entire community are discussed. In the theoretical part of this research, theories of behaviorism (Thorndike’s neural connection theory, contingent reflection theory, factor conditional theory), and cognitive theories (Gestalt theory, Bandura's social learning, Davit-ausubel's meaningful verbal discovery theory) has been used. In addition, in theoretical framework of this research, Thorndike's neural communication theories, Bandura's social learning, Bruner exploration learning, David-Ausubel's verbal meaningful learning have been applied. The results of this study revealed that most of the students in chemistry department of education faculty at Jawzjan University are not aware of learning methods, while only 14.02% of students are familiar with the methods of learning. To achieve accurate results the hypothesis (students' learning methods are supposed to vary widely) are very clearly analyzed.

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Almeida, Maria Tereza Carvalho, Fernanda Alves Maia, Maria das Mercês Borém Correa Machado, Filipe Alves Souza, Victor Bruno da Silva, Mateus Almeida de Carvalho et João Felício Rodrigues Neto. « Desenvolvimento docente : avaliação de uma experiência em um curso de Medicina (Teacher development : evaluation of an experience in a Medical course) ». Revista Eletrônica de Educação 13, n^o 1 (5 janvier 2019) : 306. http://dx.doi.org/10.14244/198271992635.

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The objective of this study was to evaluate the actions offered in the Teacher Development Program from the perceptions of the teachers of the medical course of a public university that has been working with active teaching and learning methods since 2002. After each action of the program, an evaluation instrument was applied to the participants, and the answers were submitted to content analysis and then organized into three categories: infrastructure and logistics, the teaching-learning strategies and the developed content. Teachers highlight the importance of organization and planning of activities and the environment in which these actions are developed; they emphasize the importance of using teaching–learning strategies that allow greater re?ection on own practice and the integration of theory and practice. They point out that the themes proposed were timely and necessary, they recognize the importance of being in development, they talk about the motivation from the experiences lived. It is concluded that the Teacher Development is a process through which the teacher is in transformation, through a conscious and constant reflection of his own practice. This process can be promoted by institutional investments and by the regulatory mechanisms of institutions, constituted of an evaluation referenced in objective indicators, consistent with the goals to be achieved. In this sense, it is necessary to invest in permanent education, because long-term programs allow the development of the teacher´s and the institution´s needs.ResumoO objetivo deste estudo foi avaliar as ações oferecidas em um Programa de Desenvolvimento Docente a partir da percepção dos professores do curso de medicina de uma universidade pública que utiliza métodos ativos de ensino-aprendizagem desde 2002. Após cada ação do programa, um instrumento de avaliação foi aplicado aos participantes, e respostas foram submetidas à análise do conteúdo e em seguida foram organizadas em três categorias: infraestrutura e logística, estratégias de ensino-aprendizagem utilizadas, e conteúdo desenvolvido. Os professores destacam a importância da organização e planejamento das atividades e do ambiente em que essas ações se desenvolveram; Enfatizam a importância de utilizar estratégias de ensino-aprendizagem que possibilitem maior reflexão sobre a própria prática e a integração da teoria e a prática. Apontam que os temas propostos foram oportunos e necessários, reconhecem a importância de estarem em desenvolvimento, falam sobre a motivação a partir das experiências vivenciadas. Conclui-se que o Desenvolvimento Docente é um processo pelo qual o professor está em transformação, por meio de uma re?exão consciente e constante de sua própria prática. Esse processo pode ser promovido pelos investimentos institucionais e pelos mecanismos reguladores das instituições constituídos por uma avaliação referenciada em indicadores objetivos, coerentes com as metas a serem alcançadas. Nesse sentido, é necessário investir na educação permanente, pois os programas em longo prazo permitem trabalhar as necessidades do professor e da instituição.ResumenEl objetivo de este estudio fue evaluar las acciones ofrecidas en un Programa de Desarrollo Docente a partir de la percepción de los profesores del curso de medicina de una universidad pública que utiliza métodos activos de enseñanza - aprendizaje desde 2002. Después de cada acción del programa, un instrumento de evaluación se aplicó a los participantes, y las respuestas se sometieron al análisis del contenido y luego se organizaron en tres categorías: infraestructura y logística, estrategias de enseñanza - aprendizaje utilizadas, y contenido desarrollado. Los profesores destacan la importancia de la organización y planificación de las actividades y del ambiente en que esas acciones se desarrollaron; Enfatizan la importancia de utilizar estrategias de enseñanza - aprendizaje que posibiliten una mayor reflexión sobre la propia práctica y la integración de la teoría y la práctica. Se señalan que los temas propuestos fueron oportunos y necesarios, reconocen la importancia de estar en desarrollo, hablan sobre la motivación a partir de las experiencias vivenciadas. Se concluye que el Desarrollo Docente es un proceso por el cual el profesor está en transformación, por medio de una re?exión consciente y constante de su propia práctica. Este proceso puede ser promovido por las inversiones institucionales y por los mecanismos reguladores de las instituciones constituidos por una evaluación referenciada en indicadores objetivos, coherentes con las metas a ser alcanzadas. En este sentido, es necesario invertir en la educación permanente, pues los programas a largo plazo permiten trabajar las necesidades del profesor y de la institución.Keywords: Educational development, Medical education, Professional development, Qualitative research.Palavras-chave: Desenvolvimento e educação, Formação médica, Desenvolvimento profissional, Pesquisa qualitativa.Palabras claves: Desarrollo y educación, Formación médica, Desarrollo profesional, Investigación cualitativa.ReferencesABID, Kauser. Faculty development: a need in time for educators in healthcare. J Pak Med Assoc, v. 63, n. 4, p. 428-431, Apr., 2013.ALMEIDA, Maria Tereza Carvalho; BATISTA, Nildo Alves. Ser docente em métodos ativos de ensino-aprendizagem na formação do médico. Rev Bras Educ Med, v. 35, n. 4, p. 468-476, julho, 2011.ALMEIDA, Maria Tereza Carvalho; MAIA, Fernanda Alves; BATISTA, Nildo Alves. Gestão nas escolas médicas e sustentabilidade dos programas de desenvolvimento docente. Avaliação: Revista da Avaliação da Educação Superior, v. 18, n. 2, p. 299-310, jul., 2013.ANDERSON, Winston A. et al. Changing the culture of Science Education at research universities. Science Education, v. 331, p.152-153, Jan., 2011.ARMSTRONG, Elizabeth G.; BARSION, Sylvia J. Creating “Innovator’s DNA” in Health Care Education. Academic Medicine, v. 88, n. 3, p. 342-348, Mar., 2013.ARMSTRONG, Elizabeth G.; DOYLE, Jennifer; BENNETT, Nancy L. Transformative professional development of physicians as educators: assessment of a model. Academic Medicine, v. 78, n. 7, p. 702-708, Jul., 2003.AUSUBEL, David Paul. A aprendizagem significativa: a teoria de David Ausubel. São Paulo: Moraes, 1982.BALMER, Dorene F.; RICHARDS, Boyd F. Faculty development as transformation: Lessons learned from a process-oriented program. Teaching and learning in medicine, v. 24, n. 3, p. 242-247, Jul., 2012.BARDIN, Laurence. Análise de conteúdo. 3ed. Lisboa: Almedina, 2004.CATE, Olle Ten et al. Faculty development through international exchange: The IMEX initiative. Medical teacher, v. 36, n. 7, p. 591-595, Jun., 2014.CECIM, Ricardo Burg. Educação permanente em saúde: desafio ambicioso e necessário. Interface – Comunicação, Saúde e Educação, v. 9, n. 16, p. 161-177, fev., 2005.CENTRA, John A. Types of faculty development programs. The Journal of Higher Education, v. 49, n. 2, p. 151-162, 1978.CHOU, Calvin L. et al. The Impact of a Faculty Learning Community on Professional and Personal Development: The Facilitator Training Program of the American Academy on Communication in Healthcare. Academic Medicine, v. 89, n. 7, p. 1051-1056, Jul., 2014.COSTA, Nilce Maria da Silva Campos. Docência no ensino médico: por que é tão difícil mudar?. Rev bras educ méd, v. 31, n. 1, p. 21-30, 2007.DEWEY, John. Experiência e Natureza - Lógica - a Arte Como Experiência - Vida e Educação - Teoria da Vida moral. 2 ed. São Paulo: Abril cultural, 1985.DONABEDIAN, Avedis. Evaluating physician competence. Bulletin of the World Health Organization, v. 78, n. 6, p. 857-860, 2000.EBRAHIMI, Sedigheh; KOJURI, Javad. Assessing the Impact of Faculty Development Fellowship in Shiraz University of Medical Sciences. Arch Iran Med, v. 15, n. 2, p. 79-81, Feb., 2012.FREIRE, Paulo. Pedagogia da autonomia: saberes necessários à prática educativa. São Paulo: Paz e Terra, 1996.GADAMER, Hans Georg. Verdade e Método: traços fundamentais de uma hermenêutica filosófica. Petrópolis: Vozes, 1999.HABERMAS, Jurgen. Conhecimento e interesse. Rio de Janeiro: Ed. Zahar, 1987.KIRKPATRICK, Donald L. Como implementar os quatro níveis de avaliação de treinamento de equipes: um guia prático. 1 ed, Rio de Janeiro: Artmed, 2010.KNIGHT, Amy M. et al. Long?Term Follow?Up of a Longitudinal Faculty Development Program in Teaching Skills. Journal of general internal medicine, v. 20, n. 8, p. 721-725, Aug., 2005.MOORE, Philippa. Logros más alla de los objetivos: evaluación cualitativa de un programa de formación en educación médica. Revista médica de Chile, v. 142, n. 3, p. 336-343, mar., 2014.MORAHAN, Page S.; FLEETWOOD, J. Do we really value what our faculty do? Academic Physician & Scientist, p. 7-9, Sep.-Oct., 2009.NÓVOA, António. Formação de professores e profissão docente. Lisboa: Publicações Dom Quixote. Cap. 1, p. 1-27. 1992.PELIZZARI, Adriana et al. Teoria da aprendizagem significativa segundo Ausubel. Revista PEC, v. 2, n. 1, p. 37-42, jul., 2002.PERRON, Noelle Junod et al. Impact of a faculty development program for teaching communication skills on participants’ practice. Postgraduate medical journal, v. 90, n. 1063, p. 245-250, Apr., 2014.SARIKAYA, Ozlem et al. The impact of a faculty development program: evaluation based on the self-assessment of medical educators from preclinical and clinical disciplines. Advances in physiology education, v. 34, n. 2, p. 35-40, Jun., 2010.SCHÖN, Donald. A. Formar professores como profissionais reflexivos. In: NÓVOA, Antônio. Os professores e sua formação. Lisboa: Dom Quixote. v. 2, p. 77-91, 1992.SIMPSON, Deborah et al. Fifteen years of aligning faculty development with primary care clinician–educator roles and academic advancement at the Medical College of Wisconsin. Academic Medicine, v. 81, n. 11, p. 945-953, Nov., 2006.SINGH, Tejinder et al. Impact of a fellowship program for faculty development on the self-efficacy beliefs of health professions teachers: A longitudinal study. Medical teacher, v. 35, n. 5, p. 359-364, Jun., 2013.STEINERT, Yvonne et al. A systematic review of faculty development initiatives designed to improve teaching effectiveness in medical education: BEME Guide No. 8. Medical teacher, v. 28, n. 6, p. 497-526, Sep., 2006.STEINERT, Yvonne et al. Faculty development as an instrument of change: A case study on teaching professionalism. Academic Medicine, v. 82, n. 11, p. 1057-1064, Nov., 2007.WILKERSON, LuAnn; IRBY, David M. Strategies for improving teaching practices: a comprehensive approach to faculty development. Academic Medicine, v. 73, n. 4, p. 387-396, Apr., 1998.

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Al Tamimi, Abdul-Rehman. « The Effect of Using Ausubel's Assimilation Theory and the Metacognitive Strategy (K.W.L) in Teaching Probabilities and Statistics Unit for First Grade Middle School Students’ Achievement and Mathematical Communication ». European Scientific Journal, ESJ 13, n^o 1 (31 janvier 2017) : 276. http://dx.doi.org/10.19044/esj.2017.v13n1p276.

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The study aimed to investigate the effect of using Ausubel's assimilation theory and the metacognitive strategy (K.W.L) in teaching statistics and probability unit for students of second grade – middle school students’ achievement and mathematical communication. The study sample consisted of 168 grade – middle school students in Hail. They were randomly divided into two experimental groups; the first (N=56) students and the second (N=56), and a control group (N=56). The first experimental group was studied using Ausubel's model; the second experimental group was studied using the metacognitive strategy (K.W.L); and the control group was studied using the conventional method. The research tools used in this study is an achievement test and scale for mathematical communication. The results showed that there were significant differences in achievement for the first and the second experimental group compared to the control group. Hence, this demonstrates the effectiveness of these two methods in teaching. The results showed statistically significant differences in mathematical communication due to the teaching methods. In addition, the second experimental group outperformed the first experimental group and the control group. The results also showed a statistically significant difference between pre-administration and the postadministration in favor of the post-administration for the three research groups. Further recommendations were suggested for future research.

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Costa, Isabel Karolyne Fernandes, Manuela Pinto Tibúrcio, Gabriela de Sousa Martins Melo, José Eugênio Lopes Leite, Rodrigo Assis Neves Dantas et Gilson de Vasconcelos Torres. « Construction and validation of a distance Basic Life Support Course ». Revista Brasileira de Enfermagem 71, suppl 6 (2018) : 2698–705. http://dx.doi.org/10.1590/0034-7167-2018-0122.

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ABSTRACT Objective: to describe the content construction and validation process of the Distance Education Basic Life Support Course. Method: methodological study, developed through literature review, outlined in the light of the Bloom's Taxonomy and Ausubel's Meaningful Learning Theory. For validation, the analysis was performed with judges, using a structured tool. Results: the construction of the distance course was complex and challenging, since it was tried to develop it with logical-methodological coherence, considering the constructivist perspective, representing an advance in the process of dissemination of the Urgency and Emergency teaching culture. As for the content validation process, it was verified that of the 16 suggestions made by the judges, 14 were accepted and two rejected. Conclusion: the course had its contents validated by experts.

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Khasanah, Nginayatul. « Strategi Mencapai Kebermaknaan Pembelajaran Bahasa Arab Pada Anak Usia Dini ». Ulumuddin : Jurnal Ilmu-ilmu Keislaman 11, n^o 1 (12 juin 2021) : 99–114. http://dx.doi.org/10.47200/ulumuddin.v11i1.745.

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Early childhood is called the golden age in the growing period of the child. Early childhood means children aged 0-6 years. At this time children growth rapidly and through the learning process, one of them was language learning as a means of communication. Arabic languange for Indonesian children is a foreign language so there found are various problems. That problems is the meaningless of arabic learning for children. So kindergarten and TPA / TPQ as institutions of early childhood education play an important role in implementing strategies learning. Meaningful Arabic learning for early childhood can be achieved by implementing the right strategy, including the selection materials, media and methods according to the early childhood development stage such as learning while playing. It is based on Carl Rogers and David Ausubel's theory of meaningful learning.

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Wajner, Daniel F. « Learning for Legitimacy : The Gaza Flotilla Case of Meaningful Learning in Foreign-Policy Strategic Planning ». Foreign Policy Analysis 15, n^o 4 (19 février 2019) : 548–69. http://dx.doi.org/10.1093/fpa/orz001.

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AbstractMost IR scholars attribute changes in foreign-policy strategic planning to shifts in interests, capabilities, alliances, norms, knowledge, and context. Even those studies focusing on social learning as a driver for policy change mostly underestimate the role of international legitimacy dynamics in influencing learning processes. This paper seeks to bridge the gap between theory and practice by building on David Ausubel's theory of meaningful learning to address the Gaza Flotilla crisis as a paradigmatic case of legitimacy learning. This tragic incident, which occurred in May 2010, deepened the diplomatic crisis between Israel and Turkey, until their official reconciliation in June 2016. Likewise, it led to growing delegitimization of Israel among several global audiences. Having internalized the magnitude of the political damage that this incident caused and the need to subordinate operational decisions to legitimation considerations, Israel sought to tackle similar future challenges through reforms in numerous issue-areas relating to foreign-policy strategic planning: diplomatic, military, communications, intelligence, technological, and humanitarian. Drawing on testimonies of Israeli policymakers and the reports published by committees appointed to examine the flotilla events, this phenomenological study describes Israel's meaningful learning process, tracing the subsequent development of delegitimatzia (“delegitimation”) as an advance organizer among Israeli governmental and nongovernmental institutions. These findings can serve scholars in outlining a broader research agenda for analyzing how different actors adapt to the battles for legitimacy that characterize contemporary global politics.

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Govender, Nadaraj, et Bekele Gashe Dega. « FRAMEWORK CATEGORIZATION OF PRE-SERVICE PHYSICS TEACHERS’ CONCEPTIONS OF VECTOR-KINEMATICS ». Journal of Baltic Science Education 15, n^o 3 (25 juin 2016) : 325–39. http://dx.doi.org/10.33225/jbse/16.15.325.

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Current research in physics shows that pre-service teachers have poor content knowledge in vector-kinematics. This study describes the types of categories of conceptions pre-service teachers display in vector-kinematics. Descriptive and interpretive qualitative research was conducted in which the data were concept maps from 28 third-year pre-service teacher volunteers in a physics module at a university. Participants were supported in the use of CmapTools to draw their concept maps of vector-kinematics. This study was guided by Ausubel’s theory of meaningful learning which relates individuals’ new knowledge to relevant concepts they already possess. Framework thematic analysis revealed seven knowledge categories with differing extensiveness: two of conceptual knowledge (hierarchical and relational), three of alternative conceptions (naïve, lateral, ontological) and two of mixed conceptions and loose ideas. The findings showed a lack of higher level conceptual understanding of vector-kinematics. The study has implications for the teaching and learning of vector-kinematics. Key words: alternative conceptions, categories of conceptions, conceptual knowledge, framework analysis method, vector-kinematics.

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Souza, Luiz Otávio Carvalho Gonçalves de. « An alternative guideline for the teaching of English as a foreign language in secondary schools in Belo Horizonte ». Estudos Germânicos 8, n^o 2 (31 décembre 1987) : 57. http://dx.doi.org/10.17851/0101-837x.8.2.57.

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It is a well known fact that the teaching of English as a foreign language in secondary schools has not been effective. Among other things, current teaching sets out to develop the four linguistic skills. However, students reveal a poor command of the language in whatever skill considered, which breeds poor motivation and lack of interest. Therefore, the ultimate aim of this thesis is to provide suggestions for the improvement of EFLT in secondary schools in Belo Horizonte. So as to reach this aim, we first discuss some theoretical issues such as language concepts, the development of linguistic skills versus communicative abilities, cognitive principles and motivational factors as well as methodological trends. This theoretical discussion is relevant for the next two steps — first, the evaluation of the current teaching situation in Belo Horizonte, and secondly, the proposal of an alternative guideline. The unfolding of this thesis and the proposal further reveal that the communicative approach to language teaching together with Ausubel's theory of meaningful verbal learning can make the process more meaningful, useful, and transferable. As a result, students are likely to be more motivated and interested. A final claim is that the whole teaching/learning process could be better contextualized by having reading as a pivotal activity, which is made apparent in the illustrative study module that closes this thesis.

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Anand, Mahindra Kumar, Olive Singh et Prabhjot Kaur Chhabra. « Learning with Concept Maps versus Learning with Classical Lecture and Demonstration Methods in Neuroanatomy - A Comparison ». National Journal of Clinical Anatomy 7, n^o 02 (avril 2018) : 95–102. http://dx.doi.org/10.1055/s-0040-1701785.

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Abstract Aims and Objectives: Concept maps as learning tool facilitate development of meaningful learning. It was developed by Novak and Gowin and is based on Ausubel's theory of meaningful learning. Present study was undertaken to sensitize students to use concept maps as a learning tool and to assess its effect on learning. The objectives of the study were to compare the learning with concept maps and traditional lecture-demonstration methods in neuroanatomy. Materials and Methods: A randomized cross sectional prospective study was conducted on 60 medical students of 1st year. Students were divided into 3 groups A, В and C. Group A studied “spinal cord and its meninges” by developing concept maps. Group C learnt through lecture and demonstration method. Group В studied with readymade concept maps, lecture and demonstration methods. Pre and post test were conducted for all groups with pre validated questionnaire. Feedback was obtained from both students and faculty through a 5 point Likert scale. Paired and unpaired t test were applied for statistical analysis. Results: There was significant improvement in knowledge in group A students in comparison to group C and В students. This improvement was more marked with regards to high cognitive type MCQs. 80% students found that development of concept maps helped them to understand topic better but it was time consuming. Conclusion: Concept mapping is a better learning tool in comparison to classical lecture and demonstration method. It facilitates higher cognitive learning. It can be included in medical undergraduate curriculum to facilitate meaningful learning.

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Harianto, Eko, La Ode Nursalam, Fahrudi Ahwan Ikhsan, Z. Zakaria, D. Damhuri et Andri Estining Sejati. « THE COMPATIBILITY OF OUTDOOR STUDY APPLICATION OF ENVIRONMENTAL SUBJECT USING PSYCHOLOGICAL THEORIES OF INTELLIGENCE AND MEANINGFUL LEARNING IN SENIOR HIGH SCHOOL ». Geosfera Indonesia 4, n^o 2 (28 août 2019) : 201. http://dx.doi.org/10.19184/geosi.v4i2.9903.

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The problem in this research relates to the learning theory that rarely considered as a basis in learning in Indonesia. learning plans and syllabus structure in the national curriculum is not included learning theory point. learning theory only has been less studied in the subjects in geography education undergraduate. This makes learning theory material less explored. Learning theory is also often forgotten in educational research undergraduate and postgraduate programs. Many research did not allude to the relevance of learning theory in learning. After graduating, they less develop or linking learning theory with the teaching profession. That condition makes learning essence should be strengthened to become weak or even disappear.This research aims to describe the compatibility when applying outdoor study environment subjects with the psychological theories of intelligence and meaningful learning theory in senior high school. This research used a qualitative methodology with the type of descriptive exploitative research. Data sources are students and geography teachers. The process of collecting data uses the method of observation and interviews. Data were analyzed with the 6 Cresswell's qualitative analyzing steps. The results show that the application of outdoor study is suitable both the psychological theories of intelligence and meaningful learning. The compatibility is reflected in the learning activities, there are: before, during, and after working in the outdoor. The teacher's ability to implement the basis of psychological theories of intelligence and meaningful learning makes learning more easily understood and meaningful for students. Keywords: meaningful learning, outdoor study, psychological theories. References Agra et al. (2019). Analysis of The Cocept of Meaningful Learning in Light of The Ausubel’s Theory. Rev Bras Enferm 72(1), 248-255. Anderson, L.W., & Krathwohl, D.R. (2015). Kerangka Landasan untuk Pembelajaran, Pengajaran, dan Asesmen Revisi Taksonomi Pendidikan Bloom (Translate. Priantoro, A.). Yogyakarta: Pustaka Pelajar. Arikunto, S. (2016). Prosedur Penelitian Suatu Pendekatan Praktik. Jakarta: Rineka Cipta. Arsyad, A. (2014). Media Pembelajaran. Jakarta: PT Raja Grafindo Persada. Badakar, C.M et al. (2017). Evaluation of The Relevance of Piaget’s Cognitive Principles among Parented and Orphan Children in Belagavi City, Karnataka, India: A Comparative Study. Int J Clin Prediatr Dent. 10(4), 356-350. Becker et al. (2017). Effects of Regular Classes in Outdoor Education Settings: A Systematic Review on Student’s Learning, Social and Health Dimensions. International Journal of Environmental Research and Public Health 14(5), 485 1-20. Boyes, M & Potter, T. (2015). The Application of Recognition-Primed Decision Theory to Decisions Made in An Outdoor Education Contect. Australian of Outdoor Education 18(1), 2-15. Cooper, A. (2015). Nature and The Outdoor Learning Environtment: The Forgotten Resource in Early Childhood Education. International Journal of Early Chilhood Environmental Education 3(1), 85-97. Cresswell, J.W. (2016). Research Design Pendekatan Kualitatif, Kuantitatif, dan Mixed. Yogyakarta: Pustaka Pelajar. Dillon, J. et al. (2017). Toward a Convergence between Science and Environmental Education. Abigdon: Taylor & Francis. Ensar, f. (2014). How Children Construct Literacy: Piagetian Perspective. International Journal of Secondary Education 2(2), 34-39. Erika, S. & Satu, U. (2018). Transformational Elements for Learning Outdoors in Finland: A Review of Research Literature. International Journal of Research Studies in Education 7(3), 73-84. Gilchrist, M., Passy, R., Waite, S. & Cook, R. (2016). Exploring School’s Use of Natural Spaces. Risk,Protection, Provision and Policy 12, 1-24. Ginsburg, H.P & Opper, S. (2016). Piaget’s Theory of Intellectual Development. Kennedy: International Psychoterapy Institute E-Books. Gough, N. (2016). Australian Outdoor (and) Environmental Education Research: Senses of ‘Place’ in Two Constituencies. Journal of Outdoor and Environmental Education 19(2), 1-11. Gunarsa, S.D. & Nigsih, Y. (2014). Psikologi Perkembangan Anak dan Remaja. Jakarta: PT TBK Gunung Mulia. Harsolumakso, A.H et al. (2019). Geology of The Eastern Part of The Volcanic-Kendeng Zone of East Java: Stratigraphy, Structures, and Sedimentation Review from Besuki and Situbondo Areas. Journal of Geology and Mineral Resources 20(3), 143-152. Hebe, H.N. (2017). Towards a Theory-driveb Integration of Environmental Education: The Application of Piaget and Vygotsky in Grade R. International Journal of Environmental & Science Education 12(6), 1525-1545. Levy, D., Peralta, T.M., Pozzi, L., & Tovar, P. (2018). Teachers Multidimensional Role Towards Meaningful Learning: The Potential Value of Interdisciplinary Environments. International Journal for Innovation Education and Research 6(2), 179-187. Miles, B & Mattchow, B. (2015). The Mirror of The Sea: Narrative Identity, Sea Kayak Adventuring and Implications for Outdoor Adventure Education. Australian of Outdoor Education 18(1), 16-26. Moleong, L. (2014). Metodologi Penelitian Kualitatif Edisi Revisi. Bandung: PT. Remaja Rosdakarya. Muhsin, A., Febriany, L.M., Hidayati, H.N., & Purwanti, Y.D. (2015). Material Bambu sebagai Konstruksi pada Great Hall Eco Campus Outward Bound Indonesia. Jurnal Reka Karsa 3 (3), 1-11. Prasetya, S.P. (2014). Media Pembelajaran Geografi. Yogyakarta: Penerbit Ombak. Rowe, N., Dadswell, R., Mudie, C., & Rauworth, M. (2014). Tall Ships Today: Their Remarkable Story. London: Adlard Coles Nautical. Sejati et al. (2017). The effect of Outdoor Study on the Geography Scientific Research Writing Ability to Construct Student Character in Senior High School. Social Sience, Education, and Humanities Research 100, 104-108. Spillman, D. (2017). Coming Home to Place: Aboriginal Lore and Place-Responsive Pedagogy for Transformative Learning in Australian Outdoor Education. Journal of Outdoor and Environmental Education 20(1), 14-24. Sudjana, N. & Rivai, A. (2015). Media Pengajaran Cetakan Ke-12 . Bandung: Sinar Baru Algensindo. Sumarmi. (2015). Model-model Pembelajaran Geografi. Malang: Aditya Media Publishing. Thomas, G.J. (2019). Effective Teaching and Learning Strategies in Outdoor Education: Findings from Two Residential Programmes Based in Australia. Journal of Adventure Education and Outdoor Learning 19(3), 242-255. Voogt, J. & Knezek, G. (2015). Guest Editorial: Technology Enhanced Quality Education for All-Outcomes from EDUsummIT 2015. Educational Technology & Society 19(3), 1-4. Zhou, M. & Brown, D. (2015). Educational Learning Theories: 2nd Edition.Georgina: Galileo Open Learning Materials. Copyright (c) 2019 Geosfera Indonesia Journal and Department of Geography Education, University of Jember This work is licensed under a Creative Commons Attribution-Share A like 4.0 International License

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Mohamad, Mohd Shafie, Rozita Radhiah Said, Azhar Md. Sabil et Mohd Mursyid Arshad. « TEACHING PROCEDURES FOR SUMMARY OF UPPER SECONDARY AMONG UNTRAINED TEACHERS (GSTT) IN MAAHAD KAWALAN, KELANTAN ». International Journal of Education, Psychology and Counseling 6, n^o 42 (5 septembre 2021) : 168–87. http://dx.doi.org/10.35631/ijepc.642014.

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The Secondary School Standard Kurikulum (KSSM) new syllabus is being developed to look forward to the ability of students to compete at the global level. This syllabus is being used in all secondary schools starting fully at the 2021 school session. Therefore, the aims of this study are to look at the teaching procedures of untrained teachers (GSTT), teaching summary (Section C) according to the format of the Secondary School Standard Curriculum (DSKP-KSSM). In addition, this study will also look at how untrained teachers (GSTT) write their lesson plans in the Teaching Preparation Book (BPM) based on the guidelines set out by Maahad Kawalan to their untrained teacher (GSTT) in Kelantan. Based on a study conducted, the researcher found that there were weaknesses in their process of teaching summary and writing lessons in some items in the Teaching Preparatory Book (BPM). This study used a qualitative methodology in the form of a case study with the instruments of the interview, observation, and document analysis, as well as David Ausubel's Meaningful Learning Theory as the basis of the study. In addition, the study was conducted on 2 teachers who are teaching Bahasa Melayu for form 4 in Maahad Kawalan. The results of the study showed that the untrained teachers GSTT (A) and GSTT (B) did not complete the lesson summary based on two observations conducted using the checklist form. The researcher found that the untrained teachers (GSTT) were weak in the process of teaching summary in accordance with the Syllabus which has been prepared in the DSKP - KSSM Assessment format for summary (Section C). In addition, when the researchers refer to the items in the SKPMg2 form, they noticed that the untrained teachers (GSTT) did not write the lesson according to Bahasa Melayu Yearly Lesson Plan and had unclear writing regarding objectives, activities, and reflection in their Teaching Preparation Book (BPM). The implication of this study is that untrained teachers need to undergo training courses for the Bahasa Melayu curriculum. In addition, writing skills and training course courses for writing lessons should be given in advance to untrained teachers (GSTT), so that they can plan and write their lessons correctly.

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Hidayatullah, Achmad. « COMPARISON OF PROCESSES CONSTRUCT CONCEPT OF SOLO THEORY AND APOS THEORY IN MATHEMATICS LEARNING ». Humanities & ; Social Sciences Reviews 7, n^o 3 (15 mai 2019). http://dx.doi.org/10.18510/hssr.2019.7363.

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Purpose of Study: To provide a deep understanding of learning of mathematics, it is necessary to make efforts to realize the conditions of students doing the construction of their understanding. There are many theories that describe thinking in constructing concepts in mathematics. By constructing their understanding, the students can be called doing meaningful learning as mentioned by Ausubel. Methodology: This research used the comparative process of construct understanding of mathematics with SOLO and APOS theory. SOLO theory (Structure of the Observed Learning Outcome) has five parts namely pre-structural, uni-structural, multi-structural, relational, and extended abstract. While the theory of APOS (Action, Process, object, and Schema). The method used in this research is the study literature from various sources. Results: This research found the differences construct of the concept in mathematics by using both theories. Implications/Applications: The SOLO Taxonomic Theory and APOS Theory about its use in constructing mathematical concepts. This means to achieve an individual process needs to do the action repeatedly.

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NOTO, Muchamad Subali, Nurul Ikhsan KARİMAH, Surya Amami PRAMUDİTYA et Yeni ANGGRAENİ. « Digital 3D book and Ausubel theory : increasing the mathematical understanding in a linear system with two variable ». İlköğretim Online, 15 juin 2020, 1371–81. http://dx.doi.org/10.17051/ilkonline.2020.729785.

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Puhl, Cassiano Scott, et Vanessa Cristina Rech Viganó. « Planejar e avaliar : atos indissociáveis para uma aprendizagem significativa ». #Tear : Revista de Educação, Ciência e Tecnologia 3, n^o 1 (19 juin 2014). http://dx.doi.org/10.35819/tear.v3.n1.a1823.

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Resumo: Neste artigo, apresentamos uma revisão bibliográfica, elencando a importância do ato de planejar e avaliar como ações indissociáveis da prática docente, para desenvolver o processo de ensinagem e promover a aprendizagem significativa dos alunos. Como referencial teórico citamos alguns autores conceituados em relação ao planejamento, dentre os quais: Vasconcellos, Moretto e Anastasiou. Na parte metodológica, houve uma preocupação para que as aulas pudessem ser significativas, assim, utilizamos o modelo apresentado por Júlio César Furtado dos Santos, que propõe sete passos para desenvolver um planejamento que contemple a teoria de Ausubel. Além disso, o ato de avaliar as aprendizagens desenvolvidas pelos estudantes está condicionado a um planejamento que contemple diferentes estratégias e atividades de ensino. Finalmente, propomos um planejamento completo, nos moldes de Santos, criando também um sistema de avaliação, já organizado para ser aplicado no Ensino Médio Politécnico do Rio Grande do Sul. Palavras-chave: Planejamento. Aprendizagem Significativa. Avaliação. Ensinagem. PLAN AND EVALUATE: INSEPARABLE ACTS FOR A SIGNIFICANT LEARNING Abstract: In this article we present a bibliographical review, listing the importance of plan and evaluate how inseparable actions of teaching practice, to develop the learning process and promote meaningful learning of the students. As theoretical reference quote some authors respected in relation to planning, among which: Vasconcellos, Moretto and Anastasiou. In the methodological part, there was a concern so that classes could be significant, so we use the model presented by Júlio César Furtado dos Santos proposing seven steps to develop a plan that includes the theory of Ausubel. In addition, the Act of evaluating learning developed by students is conditioned to a planning that includes different strategies and teaching activities. Finally, proposing a complete planning along the lines of Santos, creating also a rating system, already organized to be applied at the Polytechnic high school of Rio Grande do Sul. Keywords: Planning. Meaningful Learning. Evaluation. Teaching and learning.

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P.B Beulahbel Bency et Kaneez Nagarajan. « HOW DOES ADVANCE ORGANISER MODEL AFFECT THE LEARNING OUTCOMES IN COMPARISON TO INQUIRY TRAINING MODEL ? » MIER Journal of Educational Studies Trends & ; Practices, 10 septembre 2016, 122–31. http://dx.doi.org/10.52634/mier/2012/v2/i1/1589.

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Advance Organiser Model (AOM) is an information processing theory for meaningful verbal learning. According to Ausubel, meaningful verbal learning occurs in a situation where the material being presented to learners is related with the existing cognitive structure. The Inquiry Training Model (ITM) helps students learn to organise data, examine facts, reason about cause and effect, build and test theories and become independent learners. The present study compares the effect of AOM and ITM on the learning outcomes and retention of the prospective teachers in physical science education. The investigator adopted One-Group, Pre-test-Post-test design for the study. Thirty prospective teachers for experimental groups I and II were selected as the sample for the study. Experimental group I was taught by AOM and experimental group II was taught by ITM. Findings of the study reveal that learning outcome and retention of the experimental group I taught by AOM was significantly higher than that of the experimental group II taught by ITM.

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Castilho Razera, Júlio César. « Un perfil de utilización de los mapas conceptualesde Nowak en proyectos de informática educativa ». Edutec. Revista Electrónica de Tecnología Educativa, n^o 19 (20 juillet 2005). http://dx.doi.org/10.21556/edutec.2005.19.522.

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El artículo presenta un perfil sobre representaciones y consecuencias de utilización de mapas conceptuales en proyectos de aprendizaje que integran recursos de informática, con resultados que refuerzan las necesidades de aproximar prácticas docentes y fundamentaciones teóricas. La investigación fue delineada con presupuestos de la Teoría de Aprendizaje Significativo de Ausubel y observación participante de un seminario ocurrido en el foro del ambiente virtual e-Proinfo, del Ministério de la Educación (Brasil), con Asistentes Técnicos Pedagógicos de Núcleos de Tecnología Educativa, en curso de Especialización en Informática en Educación.A Nowak´s conceptual map utilization profile in educational informatic projectsAbstractThe paper shows a profile about representations and consequences of conceptual map utilization in learning projects that integrate informatic resources through results that reinforce the necessities of approaching teaching practices and theoretical justification. The research was delineated by AusubelMeaningful Learning Theory purposes and participating observation in a seminar taken place during e-Proinfo virtual environment forum, organized by Education Ministry (Brazil), with Pedagogic Assistants from Educational Technology Centers, in Educational Informatic Specialization Course.

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Gomes, Francisco Halyson Ferreira, Ewerton Wagner Santos Caetano et Francisco Régis Vieira Alves. « O uso de mapas conceituais no ensino de Física ». #Tear : Revista de Educação, Ciência e Tecnologia 6, n^o 1 (9 juillet 2017). http://dx.doi.org/10.35819/tear.v6.n1.a2046.

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Resumo: O objetivo deste trabalho é investigar os conhecimentos sobre Gravitação de alunos da disciplina Física Geral 2 do curso de Licenciatura em Física do Instituto Federal de Educação do Ceará IFCE. Para isso utilizamos como instrumento de pesquisa o uso de mapas conceituais. Conhecer o que o aluno já sabe sobre determinado assunto é um dos princípios da Teoria da Aprendizagem Significativa (TAS) de David Ausubel. Os mapas desenhados pelos alunos passaram por uma análise quantitativa, ao serem pontuados seguindo as orientações de Joseph Novak, sendo critérios de análise a hierarquia dos conceitos, as proposições válidas, a ligação entre os conceitos e os exemplos. Foi feita uma análise qualitativa dos mapas nos mostrou que conceitos estavam presentes de forma significativa na estrutura cognitiva dos alunos. Os dados mostram que a maioria dos alunos consegue fazer a diferenciação progressiva, quando o aluno é capaz de, a partir de um conceito geral, traçar conceitos mais específicos. Os alunos tiverem dificuldade em dar exemplos sobre Gravitação, bem como em relacionar conceitos presentes em diferentes ramos do mapa desenhado. Estes resultados são úteis para dar suporte ao desenvolvimento de metodologias que tornem o ensino de Física mais significativo, dentre elas o uso de ferramentas tecnológicas digitais.Palavras-chave: Mapa conceitual. Ensino de Física. Aprendizagem significativa. THE USE OF CONCEPT MAPS IN PHYSICS TEACHINGAbstract: The aim of this paper is to investigate the knowledge about Gravity of Physics’ students of Instituto Federal de Educação do Ceará the (IFCE). For this, we use conceptual maps. Previous knowledge is one of principles from David Ausubel's Significant Learning Theory (TAS). We made a quantitative analysis about the maps drawn by the students, applying for this Joseph Novak’s table to conceptual maps. We analyzed the hierarchy of concepts, the valid propositions, the connections between the concepts and the examples provided. A qualitative analysis of the maps has revealed that it conceptualized a significant formation in the students' cognitive structure. The students had difficulty in giving examples, as well as in relating concepts presented in different positions of the map. These results are useful to support the development of methodologies that have made teaching Physics more meaningful, among them the use of digital technological tools.Keywords: Concept maps. Physics learning. Significative learning.

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Soares Mendonça, Conceição Aparecida, et Felipa Pacifico Ribeiro de Assis Silveira. « O que sabem alunos do Ensino Fundamental sobre o tema “Ser Humano e Saúde” : a contribuição do Mapa Conceitual / What do Elementary School Students know about “Human Beings and Health” : the Contributions of Conceptual Maps ». Revista Internacional de Aprendizaje en Ciencia, Matemáticas y Tecnología 2, n^o 1 (6 mars 2015). http://dx.doi.org/10.37467/gka-revedumat.v2.915.

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ABSTRACTThis article presents the results of analysis of an experimental study conducted with a group of 7th grade students of a public school in the state of Pernambuco - Brazil. The goal was to understand how concept maps contribute to the process of acquiring knowledge in natural sciences. The idea is that Concept Maps are a resource that facilitates meaningful learning, in the light of the theory of Ausubel. During the pedagogical intervention, Concept Maps were built by the students. In this light, the results presented in this paper correspond to the analysis of the produced maps, as well as of the prior knowledge of the group about Human Excretion. This theme belongs to the topic "Human Beings and Health". The group's responses were categorized to serve as subsidies to the intervention. We verified that the meanings attributed to the subject being studied need to be organized in the cognitive structure of students in order to provide meaningful learning. This is due to the fact that most students' responses belonged to the functional category, i.e. "the terms defined properly stored, without that students understand its meaning”. We believe that Concept Maps can help students to allocate and meaningfully structure their knowledge, as was demonstrated by the qualitative analysis of the maps made by the students.RESUMOEste artigo apresenta o resultado de uma investigação realizada com alunos da 7ª série do ensino fundamental de uma escola pública no estado de Pernambuco - Brasil. O objetivo foi compreender como os Mapas Conceituais contribuem para o processo de aquisição de conhecimento sobre o eixo temático Ser Humano e Saúde, atuando como recurso didático facilitador da aprendizagem significativa na concepção ausubeliana. Os Mapas Conceituais foram construídos durante o processo de intervenção pedagógica e os resultados apresentados correspondem às análises dos Mapas Conceituais, bem como o conhecimento prévio manifestado pelo aluno sobre excreção humana, um dos temas necessários à compreensão do eixo temático Ser Humano e Saúde. Os dados obtidos por meio dos conhecimentos prévios foram categorizados com base nos níveis de alfabetização biológica atribuídos pelo Biological Science Curriculum Study, servindo de subsídio para inter-venção. Constatamos que os significados atribuídos ao tema necessitam ser estruturados cognitivamente para que o aluno venha alcançar a aprendizagem significativa, visto que a maioria dos alunos utiliza-se de termos incorretos em suas respos-tas não demonstrando compreender o significado dos termos científicos que utilizam. Consideramos que o Mapa Conceitual foi capaz de contribuir para a significação do tema, revelando-se como um recurso didático potencial. Contato principal: conceicao_mendonca@hotmail.com

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Relon, Luzviminda Padios. « Performance in History and Problems Encountered of the CTE Students in the University of Northern Philippines ». IAMURE International Journal of Social Sciences 12, n^o 1 (10 juillet 2014). http://dx.doi.org/10.7718/ijss.v12i1.925.

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Education plays a very significant role in molding individuals that will become assets of the society. The various subjects offered in the schools are contributory for their holistic development. Thus, in any case, it may be reflected through poor performance. This study aimed to find out the level of performance in History and problems they have encountered in learning of the BSEd students of UNP especially on cognitive and affective skills along political, socioeconomic and cultural components. It was anchored on Ausubel’s Cognitive theory and Schema theory. Descriptive design was employed, and data were gathered through a teacher-made test and interview guide. The results revealed that the performance of the students along the three components is satisfactory. It was disclosed that they poorly perform on socioeconomic component and along knowledge and comprehension. Further, problems met along instruction like poor teaching methods, inefficient and ineffective teachers are primary reasons as to why they poorly performed in History. Based on the findings, students in History would tend to perform well if topics included in the test are well discussed, and teaching is well-planned, thus making it interesting. It is then recommended that History instruction and test construction should be carefully planned leading to the development of higher level thinking skills. Keywords - History, performance, political, economic, socio-cultural, cognitive, affective level, descriptive design, Philippines

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Peixoto, Mauricio Abreu Pinto, Marcos Antônio Gomes Brandão, Gerson Alves Pereira Junior, Juliana Faria Campos et Jaqueline da Silva Soares Souto. « Usando a metacognição para analisar um caso de erro diagnóstico em simulação de alta fidelidade ». Revista Brasileira de Educação Médica 45, n^o 2 (2021). http://dx.doi.org/10.1590/1981-5271v45.2-20200255.

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Abstract: Introduction: Medical teams constantly work with patients in critical conditions and complex environments. Within these environments, it is understood that cognitive, metacognitive and affective processes coexist, promoting or preventing an adequate performance1),(2. In this study, a case of medical misdiagnosis is analyzed from a metacognitive perspective. Objectives: 1- Describe the thinking processes that led to the misdiagnosis, 2- Investigate possible contributions of metacognitive processes to medical education. Methods: Group interview3 with the winning team of a simulation contest for attending critical patients held at a national medical education congress. Content analysis4, coded by Atlas-ti™, according to Efklides5, followed by the extraction of empirical categories in the SimpleMind™ Mind Map Editor. The study was registered (CAAE 96007018.5.0000.5286) and approved (Opinion No. 2,938,945) by the Research Ethics Committee of Institute of Collective Health Studies at the Federal University of Rio de Janeiro. Results: Before the contest, the team predicted possible scenarios. During the contest, the simulated scenario presented to the participants was similar to one of the previously predicted scenarios. It was then observed that the team unconsciously biased all their reasoning aiming to confirm the previously predicted diagnosis. Different metacognitive mechanisms involved in this process are described. The team had sufficient knowledge to establish the correct diagnosis but did not do it due to the distortion of their thinking processes. This case illustrates the fact that, to practice medicine, knowledge is not enough; learning to think is also necessary. In addition, a proposal for a theoretical framework is established, where the simulation presents itself as a problematizing methodology, providing a context where metacognition and the Maguerez Arch6 are harmoniously integrated with Ausubel’s Meaningful Learning Theory7),(8 for professional competence6 development. Conclusions: It is concluded that metacognition can elucidate events such as those described here, also suggesting that its teaching and practice could contribute to the reduction in medical misdiagnosis.

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Peixoto, Mauricio Abreu Pinto, Marcos Antônio Gomes Brandão, Gerson Alves Pereira Junior, Juliana Faria Campos et Jaqueline da Silva Soares Souto. « Using metacognition to analyze a misdiagnosis case in high-fidelity simulation ». Revista Brasileira de Educação Médica 45, n^o 2 (2021). http://dx.doi.org/10.1590/1981-5271v45.2-20200255.ing.

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Abstract: Introduction: Medical teams constantly work with patients in critical conditions and complex environments. Within these environments, it is understood that cognitive, metacognitive and affective processes coexist, promoting or preventing an adequate performance1),(2. In this study, a case of medical misdiagnosis is analyzed from a metacognitive perspective. Objectives: 1- Describe the thinking processes that led to the misdiagnosis, 2- Investigate possible contributions of metacognitive processes to medical education. Methods: Group interview3 with the winning team of a simulation contest for attending critical patients held at a national medical education congress. Content analysis4, coded by Atlas-ti™, according to Efklides5, followed by the extraction of empirical categories in the SimpleMind™ Mind Map Editor. The study was registered (CAAE 96007018.5.0000.5286) and approved (Opinion No. 2,938,945) by the Research Ethics Committee of Institute of Collective Health Studies at the Federal University of Rio de Janeiro. Results: Before the contest, the team predicted possible scenarios. During the contest, the simulated scenario presented to the participants was similar to one of the previously predicted scenarios. It was then observed that the team unconsciously biased all their reasoning aiming to confirm the previously predicted diagnosis. Different metacognitive mechanisms involved in this process are described. The team had sufficient knowledge to establish the correct diagnosis but did not do it due to the distortion of their thinking processes. This case illustrates the fact that, to practice medicine, knowledge is not enough; learning to think is also necessary. In addition, a proposal for a theoretical framework is established, where the simulation presents itself as a problematizing methodology, providing a context where metacognition and the Maguerez Arch6 are harmoniously integrated with Ausubel’s Meaningful Learning Theory7),(8 for professional competence6 development. Conclusions: It is concluded that metacognition can elucidate events such as those described here, also suggesting that its teaching and practice could contribute to the reduction in medical misdiagnosis.

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