Metodologias ativas no ensino de bioquímica: possibilidades e contribuições
Ano de defesa: | 2023 |
---|---|
Autor(a) principal: | |
Orientador(a): | |
Banca de defesa: | , |
Tipo de documento: | Dissertação |
Tipo de acesso: | Acesso aberto |
Idioma: | por |
Instituição de defesa: |
Universidade Federal de Santa Maria
Centro de Ciências Naturais e Exatas |
Programa de Pós-Graduação: |
Programa de Pós-Graduação em Ciências Biológicas: Bioquímica Toxicológica
|
Departamento: |
Bioquímica
|
País: |
Brasil
|
Palavras-chave em Português: | |
Palavras-chave em Inglês: | |
Área do conhecimento CNPq: | |
Link de acesso: | http://repositorio.ufsm.br/handle/1/29129 |
Resumo: | Biochemistry is an interdisciplinary science, present in the curriculum of several higher education courses. Due to the complexity and abstraction of its concepts, many students perceive it as a challenging discipline, especially those belonging to the first semester of undergraduate courses. As a result of the coronavirus pandemic, teaching biochemistry began to take place online, bringing new challenges to students and teachers. This fact brought the need to investigate new methods capable of improving the remote teaching of biochemistry. Active methodologies are student-centered approaches, which awaken students' autonomy, motivation and provide meaningful learning. In this way, they are presented as an important tool to assist in the remote teaching of biochemistry. The objective of this study was to evaluate the contributions of different active learning strategies in the biochemistry teachinglearning process of undergraduate students between the period before and after the Covid-19 pandemic. To this end, questionnaires were used to investigate the perception of first-semester students in a remote biochemistry course in relation to different learning strategies using active methodologies: games, Peer instruction and interactive whiteboard. This work also presents experience reports of graduate students from the graduate program in Biological Sciences: Toxicological Biochemistry (PPGBTox) at the Federal University of Santa Maria, who used active methodologies as a didactic tool in oriented teaching internships. The use of active learning strategies in the teaching of biochemistry brought satisfactory results in relation to motivation, participation during classes and engagement with the contents, in faceto-face and remote classes, both for students and professors. In general, active methodologies contributed to a better acceptance of biochemistry content, facilitating the teaching-learning process. |
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2023-05-19T14:04:38Z2023-05-19T14:04:38Z2023-03-30http://repositorio.ufsm.br/handle/1/29129Biochemistry is an interdisciplinary science, present in the curriculum of several higher education courses. Due to the complexity and abstraction of its concepts, many students perceive it as a challenging discipline, especially those belonging to the first semester of undergraduate courses. As a result of the coronavirus pandemic, teaching biochemistry began to take place online, bringing new challenges to students and teachers. This fact brought the need to investigate new methods capable of improving the remote teaching of biochemistry. Active methodologies are student-centered approaches, which awaken students' autonomy, motivation and provide meaningful learning. In this way, they are presented as an important tool to assist in the remote teaching of biochemistry. The objective of this study was to evaluate the contributions of different active learning strategies in the biochemistry teachinglearning process of undergraduate students between the period before and after the Covid-19 pandemic. To this end, questionnaires were used to investigate the perception of first-semester students in a remote biochemistry course in relation to different learning strategies using active methodologies: games, Peer instruction and interactive whiteboard. This work also presents experience reports of graduate students from the graduate program in Biological Sciences: Toxicological Biochemistry (PPGBTox) at the Federal University of Santa Maria, who used active methodologies as a didactic tool in oriented teaching internships. The use of active learning strategies in the teaching of biochemistry brought satisfactory results in relation to motivation, participation during classes and engagement with the contents, in faceto-face and remote classes, both for students and professors. In general, active methodologies contributed to a better acceptance of biochemistry content, facilitating the teaching-learning process.A bioquímica é uma ciência interdisciplinar, presente no currículo de diversos cursos de nível superior. Por conta da complexidade e abstração de seus conceitos, muitos estudantes a percebem como uma disciplina desafiadora, principalmente os pertencentes ao primeiro semestre dos cursos de graduação. Em decorrência da pandemia do coronavírus, o ensino de bioquímica passou a ocorrer de maneira online, trazendo novos desafios a estudantes e docentes. Esse fato trouxe a necessidade de investigação de novos métodos capazes de aprimorar o ensino remoto de bioquímica. As metodologias ativas são abordagens centradas no aluno, que despertam a autonomia dos estudantes, sua motivação e proporcionam uma aprendizagem significativa. Dessa forma, apresentam-se como uma importante ferramenta para auxiliar no ensino remoto de bioquímica. O objetivo deste estudo foi avaliar as contribuições de diferentes estratégias de aprendizagem ativa no processo de ensinoaprendizagem de bioquímica dos estudantes de graduação entre o período que antecede e procede à pandemia da Covid-19. Para isso, foi investigado a partir de questionários a percepção dos estudantes do primeiro semestre em uma disciplina remota de bioquímica frente a diferentes estratégias de aprendizagem utilizando metodologias ativas: jogos, Peer instruction e lousa interativa. Este trabalho ainda apresenta relatos de experiências de pósgraduandos do programa de pós-graduação em Ciências Biológicas: Bioquímica Toxicológica (PPGBTox) da Universidade Federal de Santa Maria, que usaram as metodologias ativas como ferramenta didática nos estágios de docência orientada. O uso de estratégias de aprendizagem ativa no ensino de bioquímica trouxe resultados satisfatórios em relação à motivação, à participação durante as aulas e no engajamento com os conteúdos, em aulas presenciais e remotas, tanto para os discentes quanto para os docentes. De modo geral, as metodologias ativas contribuíram para uma melhor aceitação dos conteúdos de bioquímica, facilitando o processo de ensino-aprendizagem.Conselho Nacional de Pesquisa e Desenvolvimento Científico e Tecnológico - CNPqporUniversidade Federal de Santa MariaCentro de Ciências Naturais e ExatasPrograma de Pós-Graduação em Ciências Biológicas: Bioquímica ToxicológicaUFSMBrasilBioquímicaAttribution-NonCommercial-NoDerivatives 4.0 Internationalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessBioquímicaMetodologias ativasEnsino remotoDocênciaBiochemistryActive methodologiesRemote teachingTeachingCNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICAMetodologias ativas no ensino de bioquímica: possibilidades e contribuiçõesActive methodologies in biochemistry teaching: possibilities and contributionsinfo:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/masterThesisLoro, Vania Luciahttp://lattes.cnpq.br/6392817606416780Chitolina, Maria RosaClasen, Bárbara Estevãohttp://lattes.cnpq.br/9977753961497711Costa, Maiara Dorneles200800000002600600600600600b0918185-c6b7-49df-b8d6-d245d73535b842e67fcd-e269-4373-8557-bbb8e79aeb1461e17a1f-d519-4f2d-988e-a5c6b35eb0a625a19d0d-e8c6-4a9b-86a5-c385bddb99dbreponame:Biblioteca Digital de Teses e Dissertações do UFSMinstname:Universidade Federal de Santa Maria (UFSM)instacron:UFSMCC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805http://repositorio.ufsm.br/bitstream/1/29129/2/license_rdf4460e5956bc1d1639be9ae6146a50347MD52LICENSElicense.txtlicense.txttext/plain; charset=utf-81956http://repositorio.ufsm.br/bitstream/1/29129/3/license.txt2f0571ecee68693bd5cd3f17c1e075dfMD53ORIGINALDIS_PPGBT_2023_COSTA_MAIARA.pdfDIS_PPGBT_2023_COSTA_MAIARA.pdfDissertação de Mestradoapplication/pdf7217230http://repositorio.ufsm.br/bitstream/1/29129/1/DIS_PPGBT_2023_COSTA_MAIARA.pdf86dd97f7ac611130c098fb4f1487a320MD511/291292023-05-19 11:04:38.847oai:repositorio.ufsm.br:1/29129TElDRU7Dh0EgREUgRElTVFJJQlVJw4fDg08gTsODTy1FWENMVVNJVkEKCkNvbSBhIGFwcmVzZW50YcOnw6NvIGRlc3RhIGxpY2Vuw6dhLCB2b2PDqiAobyBhdXRvciAoZXMpIG91IG8gdGl0dWxhciBkb3MgZGlyZWl0b3MgZGUgYXV0b3IpIGNvbmNlZGUgw6AgVW5pdmVyc2lkYWRlCkZlZGVyYWwgZGUgU2FudGEgTWFyaWEgKFVGU00pIG8gZGlyZWl0byBuw6NvLWV4Y2x1c2l2byBkZSByZXByb2R1emlyLCAgdHJhZHV6aXIgKGNvbmZvcm1lIGRlZmluaWRvIGFiYWl4byksIGUvb3UKZGlzdHJpYnVpciBhIHN1YSB0ZXNlIG91IGRpc3NlcnRhw6fDo28gKGluY2x1aW5kbyBvIHJlc3VtbykgcG9yIHRvZG8gbyBtdW5kbyBubyBmb3JtYXRvIGltcHJlc3NvIGUgZWxldHLDtG5pY28gZQplbSBxdWFscXVlciBtZWlvLCBpbmNsdWluZG8gb3MgZm9ybWF0b3Mgw6F1ZGlvIG91IHbDrWRlby4KClZvY8OqIGNvbmNvcmRhIHF1ZSBhIFVGU00gcG9kZSwgc2VtIGFsdGVyYXIgbyBjb250ZcO6ZG8sIHRyYW5zcG9yIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbwpwYXJhIHF1YWxxdWVyIG1laW8gb3UgZm9ybWF0byBwYXJhIGZpbnMgZGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIHRhbWLDqW0gY29uY29yZGEgcXVlIGEgVUZTTSBwb2RlIG1hbnRlciBtYWlzIGRlIHVtYSBjw7NwaWEgYSBzdWEgdGVzZSBvdQpkaXNzZXJ0YcOnw6NvIHBhcmEgZmlucyBkZSBzZWd1cmFuw6dhLCBiYWNrLXVwIGUgcHJlc2VydmHDp8Ojby4KClZvY8OqIGRlY2xhcmEgcXVlIGEgc3VhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbyDDqSBvcmlnaW5hbCBlIHF1ZSB2b2PDqiB0ZW0gbyBwb2RlciBkZSBjb25jZWRlciBvcyBkaXJlaXRvcyBjb250aWRvcwpuZXN0YSBsaWNlbsOnYS4gVm9jw6ogdGFtYsOpbSBkZWNsYXJhIHF1ZSBvIGRlcMOzc2l0byBkYSBzdWEgdGVzZSBvdSBkaXNzZXJ0YcOnw6NvIG7Do28sIHF1ZSBzZWphIGRlIHNldQpjb25oZWNpbWVudG8sIGluZnJpbmdlIGRpcmVpdG9zIGF1dG9yYWlzIGRlIG5pbmd1w6ltLgoKQ2FzbyBhIHN1YSB0ZXNlIG91IGRpc3NlcnRhw6fDo28gY29udGVuaGEgbWF0ZXJpYWwgcXVlIHZvY8OqIG7Do28gcG9zc3VpIGEgdGl0dWxhcmlkYWRlIGRvcyBkaXJlaXRvcyBhdXRvcmFpcywgdm9jw6oKZGVjbGFyYSBxdWUgb2J0ZXZlIGEgcGVybWlzc8OjbyBpcnJlc3RyaXRhIGRvIGRldGVudG9yIGRvcyBkaXJlaXRvcyBhdXRvcmFpcyBwYXJhIGNvbmNlZGVyIMOgIFVGU00Kb3MgZGlyZWl0b3MgYXByZXNlbnRhZG9zIG5lc3RhIGxpY2Vuw6dhLCBlIHF1ZSBlc3NlIG1hdGVyaWFsIGRlIHByb3ByaWVkYWRlIGRlIHRlcmNlaXJvcyBlc3TDoSBjbGFyYW1lbnRlCmlkZW50aWZpY2FkbyBlIHJlY29uaGVjaWRvIG5vIHRleHRvIG91IG5vIGNvbnRlw7pkbyBkYSB0ZXNlIG91IGRpc3NlcnRhw6fDo28gb3JhIGRlcG9zaXRhZGEuCgpDQVNPIEEgVEVTRSBPVSBESVNTRVJUQcOHw4NPIE9SQSBERVBPU0lUQURBIFRFTkhBIFNJRE8gUkVTVUxUQURPIERFIFVNIFBBVFJPQ8ONTklPIE9VCkFQT0lPIERFIFVNQSBBR8OKTkNJQSBERSBGT01FTlRPIE9VIE9VVFJPIE9SR0FOSVNNTyBRVUUgTsODTyBTRUpBIEEgVUZTTQosIFZPQ8OKIERFQ0xBUkEgUVVFIFJFU1BFSVRPVSBUT0RPUyBFIFFVQUlTUVVFUiBESVJFSVRPUyBERSBSRVZJU8ODTyBDT01PClRBTULDiU0gQVMgREVNQUlTIE9CUklHQcOHw5VFUyBFWElHSURBUyBQT1IgQ09OVFJBVE8gT1UgQUNPUkRPLgoKQSBVRlNNIHNlIGNvbXByb21ldGUgYSBpZGVudGlmaWNhciBjbGFyYW1lbnRlIG8gc2V1IG5vbWUgKHMpIG91IG8ocykgbm9tZShzKSBkbyhzKQpkZXRlbnRvcihlcykgZG9zIGRpcmVpdG9zIGF1dG9yYWlzIGRhIHRlc2Ugb3UgZGlzc2VydGHDp8OjbywgZSBuw6NvIGZhcsOhIHF1YWxxdWVyIGFsdGVyYcOnw6NvLCBhbMOpbSBkYXF1ZWxhcwpjb25jZWRpZGFzIHBvciBlc3RhIGxpY2Vuw6dhLgoKBiblioteca Digital de Teses e Dissertaçõeshttps://repositorio.ufsm.br/ONGhttps://repositorio.ufsm.br/oai/requestatendimento.sib@ufsm.br||tedebc@gmail.comopendoar:2023-05-19T14:04:38Biblioteca Digital de Teses e Dissertações do UFSM - Universidade Federal de Santa Maria (UFSM)false |
dc.title.por.fl_str_mv |
Metodologias ativas no ensino de bioquímica: possibilidades e contribuições |
dc.title.alternative.eng.fl_str_mv |
Active methodologies in biochemistry teaching: possibilities and contributions |
title |
Metodologias ativas no ensino de bioquímica: possibilidades e contribuições |
spellingShingle |
Metodologias ativas no ensino de bioquímica: possibilidades e contribuições Costa, Maiara Dorneles Bioquímica Metodologias ativas Ensino remoto Docência Biochemistry Active methodologies Remote teaching Teaching CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
title_short |
Metodologias ativas no ensino de bioquímica: possibilidades e contribuições |
title_full |
Metodologias ativas no ensino de bioquímica: possibilidades e contribuições |
title_fullStr |
Metodologias ativas no ensino de bioquímica: possibilidades e contribuições |
title_full_unstemmed |
Metodologias ativas no ensino de bioquímica: possibilidades e contribuições |
title_sort |
Metodologias ativas no ensino de bioquímica: possibilidades e contribuições |
author |
Costa, Maiara Dorneles |
author_facet |
Costa, Maiara Dorneles |
author_role |
author |
dc.contributor.advisor1.fl_str_mv |
Loro, Vania Lucia |
dc.contributor.advisor1Lattes.fl_str_mv |
http://lattes.cnpq.br/6392817606416780 |
dc.contributor.referee1.fl_str_mv |
Chitolina, Maria Rosa |
dc.contributor.referee2.fl_str_mv |
Clasen, Bárbara Estevão |
dc.contributor.authorLattes.fl_str_mv |
http://lattes.cnpq.br/9977753961497711 |
dc.contributor.author.fl_str_mv |
Costa, Maiara Dorneles |
contributor_str_mv |
Loro, Vania Lucia Chitolina, Maria Rosa Clasen, Bárbara Estevão |
dc.subject.por.fl_str_mv |
Bioquímica Metodologias ativas Ensino remoto Docência |
topic |
Bioquímica Metodologias ativas Ensino remoto Docência Biochemistry Active methodologies Remote teaching Teaching CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
dc.subject.eng.fl_str_mv |
Biochemistry Active methodologies Remote teaching Teaching |
dc.subject.cnpq.fl_str_mv |
CNPQ::CIENCIAS BIOLOGICAS::BIOQUIMICA |
description |
Biochemistry is an interdisciplinary science, present in the curriculum of several higher education courses. Due to the complexity and abstraction of its concepts, many students perceive it as a challenging discipline, especially those belonging to the first semester of undergraduate courses. As a result of the coronavirus pandemic, teaching biochemistry began to take place online, bringing new challenges to students and teachers. This fact brought the need to investigate new methods capable of improving the remote teaching of biochemistry. Active methodologies are student-centered approaches, which awaken students' autonomy, motivation and provide meaningful learning. In this way, they are presented as an important tool to assist in the remote teaching of biochemistry. The objective of this study was to evaluate the contributions of different active learning strategies in the biochemistry teachinglearning process of undergraduate students between the period before and after the Covid-19 pandemic. To this end, questionnaires were used to investigate the perception of first-semester students in a remote biochemistry course in relation to different learning strategies using active methodologies: games, Peer instruction and interactive whiteboard. This work also presents experience reports of graduate students from the graduate program in Biological Sciences: Toxicological Biochemistry (PPGBTox) at the Federal University of Santa Maria, who used active methodologies as a didactic tool in oriented teaching internships. The use of active learning strategies in the teaching of biochemistry brought satisfactory results in relation to motivation, participation during classes and engagement with the contents, in faceto-face and remote classes, both for students and professors. In general, active methodologies contributed to a better acceptance of biochemistry content, facilitating the teaching-learning process. |
publishDate |
2023 |
dc.date.accessioned.fl_str_mv |
2023-05-19T14:04:38Z |
dc.date.available.fl_str_mv |
2023-05-19T14:04:38Z |
dc.date.issued.fl_str_mv |
2023-03-30 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
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info:eu-repo/semantics/masterThesis |
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http://repositorio.ufsm.br/handle/1/29129 |
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por |
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200800000002 |
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600 600 600 600 600 |
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openAccess |
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Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
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Programa de Pós-Graduação em Ciências Biológicas: Bioquímica Toxicológica |
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UFSM |
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Brasil |
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Bioquímica |
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Universidade Federal de Santa Maria Centro de Ciências Naturais e Exatas |
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