No description available.

No description available.

Current literature has indicated a concern about standards of maternity care experienced by pregnant asylum seeking women. As the next generation of midwives, it would appear essential that students are educated in a way that prepares them to effectively care for pregnant asylum seekers. Consequently, this study examined the way in which midwifery students constructed a pregnant asylum seeker's health and social needs, the discourses that influenced their constructions and the implications of these findings for midwifery education. For the duration of year two of a pre-registration midwifery programme, eleven midwifery students participated in the study. Two focus group interviews using a problem based learning (PBL) scenario were conducted. In addition, three students were individually interviewed and two students' written reflections on practice were used to construct data. Following a critical discourse analysis, dominant discourses were identified which appeared to influence the way that pregnant asylum seekers were perceived. The findings suggested an underpinning discourse around the asylum seeker as different and of a criminal persuasion. In addition, managerial and medico-scientific discourses were identified, which appeared to influence how midwifery students approach their care of women in general, at the expense of a woman centred, midwifery perspective. The findings from this study were used to develop 'the pregnant woman within the global context' model for midwifery education and it is recommended that this be used in midwifery education, to facilitate the holistic assessment of pregnant asylum seekers' and other newly arrived migrants' health and social needs.

The literature concerning what medical students learn from midwives during specialist obstetric rotations is scarce. In the UK, despite a long tradition of providing midwifery attachments for medical students, it is almost non-existent. Working with midwives is arguably the only opportunity medical students have to experience holistic or social models of maternity care, focusing on normality rather than on the medical concept of risk. This study sought to discover how medical students constructed their knowledge about childbirth during a six week specialist rotation in obstetrics in a Northern English teaching hospital (NETH), with particular emphasis on whether participants assimilated any concepts from midwifery knowledge (MK). A Delphi Study, done as the first phase of the research, focused on MK, utilizing an international sample of experienced midwives. Resulting themes were used to develop the data collection tool for the second phase of the research. The research employed a qualitative case study method with students from a single year cohort comprising the case. Data were collected using a tool consisting of three problem based learning (PBL) scenarios. These were presented to the students in consecutive interviews at the beginning, the middle and the end of their obstetric rotation. Following analysis, five main themes were identified which illuminated the medical students' construction of knowledge about maternity care. These were explored and discussed. The thesis concludes with recommendations for increasing opportunities for IPE in the medical and midwifery curricula.

The aim of the research was to develop a training course that inculcated infonnation literacy that could be implemented by staff at the University of Dar es Salaam library (Tanzania), in order to provide students with appropriate infonnation literacy skills to meet their educational goals. The course was developed from an integration of knowledge from infonnation behaviour research and educational theory with current perspectives of infonnation literacy from Infonnation and Library Science (ILS). The ultimate goal of the research was to create a framework that would be used by public university libraries in Tanzania to teach infonnation literacy courses. The study was carried out in two parts. In the first implementation "pilot" programme, the course was tested by involving librarians who took the entire course, in order to see whether the same course structure could be used to implement to the Masters of Education students. Following adaptations made on the first course, a second course programme was implemented to Masters of Education students by two librarians who attended the first implementation "pilot" programme. Therefore, the success of the course was partly judged on whether it effectively enabled knowledge transfer from the librarians to students. Data collection methods were predominantly qualitative, although quantitative methods in tenns of diagnostic tests were also used. The tests were used to evaluate trainees' knowledge ofinfonnation literacy before and after the course to provide an indication of changes in knowledge. Qualitative methods used included semistructured interviews with librarians and academic staff at the University of Dar es Salaam in Tanzania in order to make sure that assumptions made about students' knowledge of infonnation literacy and the kind of problems experienced by students were correct. Other methods included quizzes, exercises, group reflection and presentations that related to each stage in the course. These methods served to indicate trainees' understanding of what was taught, reflections on the leaming process and provided feedback for improvements on the course. The major findings showed that there was a recognized need for infonnation literacy and that problems such as unfamiliarity with categories of infonnation sources, analysis, synthesis, evaluation and use, were experienced in Tanzania as was the case in other "Western" countries. In addition, librarians were able to transfer skills learned to students, who in turn used the same course materials to teach fellow students who did not participate in the course. Furthermore, the design of the course was facilitated by the integration of Information and library science (ILS) approaches to information literacy with the knowledge of information behaviour and pedagogic theory. The thesis provides recommendations for the library and information curricula to introduce information literacy, teaching information literacy in a holistic way and with librarians participating in teaching and research. In addition, the study recommended that librarians should facilitate the development of information literacy in primary and secondary schools.

This qualitative case study research examined how constructivist problem-based learning facilitated higher level thinking, increased interest in art, and affected attitude toward on-line courses in an undergraduate philosophical aesthetics and interpretation of art criticism course. The research conducted for this study suggests that constructivist problem-based learning does facilitate higher level thinking and increases student interest in art and in on-line classes. Active learning assignments, along with the constructivist collaborative class atmosphere, encouraged students to think more deeply about their personal values concerning art and to consider alternative views. Problem-based learning in this class acted as a scaffold to aid in understanding the material and then in applying the material to unique and real-life situations. Each subject came to the course with certain thinking skills and left with increased knowledge about art but also with increased critical thinking skills for critically examining and discussing art. Participants completed the course with more confidence in their critical thinking ability and in dealing with visual art images. Data was gathered from seven study participants in the form of highly-structured interviews, an early and final critical writing analysis, a major problem assignment and its reflection journal, a beginning survey, and two final surveys. The final major problem involved an individual proposal followed by a collaborative group proposal. Group collaboration constituted the most frustration and problem within the constructivist design of the class. This research took a relativistic viewpoint in gathering data and interpreting meaning.

A adequação dos espaços de ensino-aprendizagem que incentivem a formação de profissionais com habilidades em criatividade e inovação e o desenvolvimento de trabalho colaborativo é cada vez mais constatada em conceituadas instituições de ensino e corporações nos país e no exterior. São ambientes concebidos ou adaptados para auxiliar a realização de atividades em equipes utilizando diferentes estratégias de ensinoaprendizagem com participação ativa e colaborativa dos alunos; ambientes equipados com recursos tecnológicos e mobiliários especiais, utilizados segundo dinâmicas que valorizem sua eficácia e vida útil. No entanto, há pouco conhecimento desenvolvido e informação consolidada sobre como conceber, projetar e operar estes espaços, de modo a potencializar a aprendizagem. O objetivo principal dessa pesquisa é o desenvolvimento de uma ferramenta para levantamento de exigências e requisitos para definição de diretrizes norteadoras para intervenções, sejam elas projetos de novos espaços ou adaptações em ambientes construídos já existentes, e para operação dos mesmos. Essa ferramenta não prescreve soluções, mas auxilia as partes interessadas nos diferentes processos envolvidos, ao tratar de assuntos como categorização de tipologia de espaços, aspectos físicos, mobiliário, equipamentos, entre vários fatores associados a concepção e funcionamento (operação e uso). Seu foco são as instituições de ensino e cursos de engenharia. A pesquisa utiliza como métodos de pesquisa revisão bibliográfica, estudos de espaços, acompanhamento de disciplinas, entrevistas e visitas técnicas, e sondagem nãoprobabilística (survey) com docentes, funcionários e alunos dos cursos de Engenharia Civil e Ambiental da Escola Politécnica da Universidade de São Paulo. Como referenciais para o desenvolvimento dessas ferramentas são apresentados espaços desse tipo em instituições norte-americanas e iniciativas em instituições brasileiras, voltadas principalmente para o ensino de engenharia, e também alguns casos de ambientes corporativos e makerspaces. Como resultados obtidos, além da ferramenta, a pesquisa levanta informações sobre as características e a utilização de ambientes adequados às novas estratégias de ensino aprendizagem e testa a ferramenta elaborada em espaços das edificações que abrigam cursos de engenharia da Universidade de São Paulo. / The adequacy of teaching and learning spaces that encourage the development of professionals with skills in creativity and innovation and the development of collaborative work is increasingly found in reputable educational institutions and corporations in the country and abroad. They are environments designed or adapted to assist in the realization of activities in teams using different teaching-learning strategies with active and collaborative participation of students; environments equipped with technology and special furniture, used in accordance with dynamics that enhance the effectiveness and usefulness. However, there is little consolidated knowledge on how to conceive, design and operate these spaces in order to enhance learning. The main objective of this research is to develop a tool to determine the requirements and needs for setting guidelines for interventions, whether they are projects of new spaces or adaptations in existing built environments, and the operation thereof. This tool does not prescribe solutions, but helps stakeholders involved in the different processes to address issues such as categorization of spaces typology, physical, furniture, and equipment among several other factors associated with design and operation. The tool is directed at educational institutions and engineering courses. The research methods includes literature review, research in the use of space, course observation, interviews and technical visits, and a non-probabilistic survey, with faculty, staff and students of civil and environmental engineering courses at the Polytechnic School of the University of Sao Paulo. As a reference for the development of these tools similar spaces are presented from American institutions and initiatives in Brazilian institutions, primarily focused on engineering education, and also some cases of corporate environments and makerspaces. In addition to the tool, the research results in information on the characteristics and the use of appropriate environments to new teaching and learning strategies and tests the tool within spaces in the buildings that house engineering courses at the University of São Paulo.

Avaliação de aprendizagem é um tema muito controverso. É um dos maiores problemas no desenvolvimento do processo pedagógico nos diferentes níveis e modalidades de ensino. A avaliação é classificada em diferentes tipos como diagnóstica, formativa e somativa (classificatória). O objetivo da avaliação diagnóstica é descobrir as causas dos problemas de aprendizagem e planejar ações corretivas. A avaliação formativa é usada para monitorar o progresso de aprendizagem do aluno durante a instrução com a finalidade de fornecer feedback contínuo aos alunos e professores sobre o sucesso e ou fracasso no processo de ensino/aprendizagem. A avaliação somativa é dada no final do curso ou unidade de instruções para descobrir qual aluno, até que ponto tem dominado os resultados de aprendizagem pretendidos. Avaliação é uma questão importante discutida também na aplicação de metodologias de ensino como a aprendizagem baseada em problemas (ABP). A ABP é uma metodologia de aprendizagem no qual os alunos encontram-se primeiro com um problema, seguido de um processo de investigação e reflexão sistemático centrado no aluno. Além disso, o ambiente cultural, em conjunto com a metodologia de ensino escolhida, pode influenciar a forma como os alunos aprendem. Desta forma, Hofstede (1980) apresentou um método de identificação de dimensões culturais: índice de distância hierárquica (PDI), individualismo versus coletivismo (IDV), masculinidade versus feminilidade (MAS), índice de aversão à incerteza (UAI) e orientação de longo prazo versus orientação normativa de curto prazo (LTO). Neste contexto, este trabalho teve como objetivo verificar se a ABP poderia promover a integração da avaliação formativa como elemento de redirecionamento e motivação para o processo de ensino-aprendizagem dos estudantes de biologia no ensino médio. Os perfis culturais de Hofstede dos alunos foram levados em consideração durante a aplicação desta metodologia. Esta metodologia foi aplicada para duas salas de aula diferentes durante três bimestres. Os alunos foram avaliados considerando suas atitudes durante a aplicação da ABP e testes escolares. A metodologia ABP integrada na avaliação formativa foi favorecida pela elaboração do formulário de acompanhamento do professor. Além disso, outro formulário auxiliar favoreceu uma rápida anotação do professor sobre o desempenho acadêmico do aluno em ABP. Cada aluno preencheu o seu formulário de autoavaliação, o que contribuiu positivamente para mudar a postura do estudante aumentando o seu interesse durante as aulas. Durante o período de aplicação da metodologia, observaram-se melhoras nas médias dos testes escolares dos alunos a um nível de 95% de confiança. A proposta de integrar a avaliação formativa com a aprendizagem baseada em problemas (ABP) no ensino médio melhorou o desempenho dos alunos também em aspectos comportamentais. Os formulários utilizados neste trabalho foram disponibilizados para serem incluídos no plano pedagógico de uma escola pública do estado de São Paulo para favorecer a avaliação formativa dos alunos. / Learning evaluation is a very controversial topic. It is one of the greatest problems in the development of the pedagogical process in the different levels and modalities of teaching. Evaluation is classified into the different types as diagnostic, formative and summative (classificatory). The aim of diagnostic evaluation is to find out the causes of learning problems and plan to take remedial actions. Formative evaluation is used to monitor student\'s learning progress during instruction with the purpose of providing ongoing feedback to students and teachers regarding success and failure of teaching/learning process. Summative evaluation is given at the end of the course or unit of instructions to find out which student, to what extent has mastered the intended learning outcomes. Evaluation is an important issue also discussed during the application of different teaching methodology as problem-based learning (PBL). The PBL is a method of learning in which learners first encounter a problem followed by a systematic, learner-centered inquiry and reflection process. Also, the cultural environment together with the chosen teaching methodology can influence the way of students learns. In this way, Hofstede (1980) has presented an identification method of cultural dimensions: power distance index (PDI), individualism versus collectivism (IDV), masculinity versus femininity (MAS), uncertainty avoidance index (UAI) and long term orientation versus short term normative orientation (LTO). In this context, this work aimed to ascertain if PBL could promotes the integration of formative evaluation as an element of redirection and motivation for the teaching-learning process for high school biology students. The Hofstede\'s cultural profiles of the students were taking account during the application of the methodology. This methodology was applied for two different classrooms during three set of bimester. The students were evaluated considering their attitudes during the PBL application and school tests. PBL methodology integrated into formative evaluation was favored by the elaboration of the teacher\'s follow-up form. Also, another auxiliary form favored a quick teacher annotation about the attitudinal student performance in PBL. Each student had it on self-evaluation form, which contributed positively to change student posture by increasing interest during the classes. During the period of the methodology was applied it was observed an improvement in the averages of the students school tests at a 95% confidence level. The proposal to integrate the formative evaluation into problem-based learning (PBL) for high school biology students improved student\'s performance also in behavioral aspects. The forms used in this work were made available to be included in the pedagogical plan of a public school in the state of São Paulo to favor the formative evaluation of the students.

Nesta tese, investigamos a metodologia da aprendizagem baseada na resolução de problemas (PBL) no ensino de Geografia como proposta para a alfabetização científica e o exercício da cidadania. O trabalho, desenvolvido no contexto de formação de professores de Educação Infantil e Ensino Fundamental I e II, contribui para uma maior reflexão acerca de propostas voltadas à melhoria da prática pedagógica (no que diz respeito aos professores) e da aprendizagem de conceitos científicos (no que diz respeito a professores e alunos). Acreditamos que essa proposta para o ensino de Geografia, entendida como metodologia, pode permitir a compreensão, por parte do aluno, de conceitos das áreas comumente tratadas em sala de aula como antagônicas (Geografia Física e a Humana) e uma articulação entre a teoria e a prática. Do ponto de vista curricular, a proposta auxilia na estruturação de planos de aulas que enfatizam não apenas o conteúdo, mas a aprendizagem de conceitos científicos, habilidades e procedimentos ligados às diferentes áreas do conhecimento. Os teóricos que abordam essa questão no ensino escolar (LAMBROS, 2002; LEITE & ESTEVES, 2006, entre outros) mostram que essa metodologia possibilita aos alunos uma aprendizagem de conceitos científicos muito mais significativa e autônoma, auxiliando-os a desenvolver competências e habilidades voltadas para o raciocínio lógico, além da cooperação. Por meio da apresentação de quatro estudos de caso, avaliamos se as atividades desenvolvidas pelos professores são viáveis ou não no processo de aprendizagem, se permitem uma aprendizagem integrada dos conceitos, e se possibilitam uma melhoria do ensino. / With this thesis, we investigate the problem based learning inside the Geography teaching as an alternative way to the scientific literacy and the citizenship. This research was developed under the context of Elementary School and the Middle School I and II teacher training, and it can contribute to a higher and wider reflection on propositions to the improvement of pedagogical practices (concerning teachers) and the learning of scientifical concepts (concerning teachers and their students). We do believe that this proposal to the Geography teaching, understood as a methodology, can allow the knowledge, by the students, of some concepts that have been normally presented at school in an antagonical way (Human Geography and the Physical Geography). Moreover, a link between practice and theory will be possible. Considering lesson plans, this proposition can help to organize classes, not just emphasizing the content, but the learning of some scientifical concepts and, at the same time, the abilities and proceedings linked to different areas of knowledge. Scholars dealing with teaching (LAMBROS, 2002; LEITE & ESTEVES, 2006, and others) have been showing that this methodology enable the students a more independent and meaningful learning of scientifical concepts, helping them to develop the competencies and abilities linked to the logical reasoning and cooperation. Presenting four different cases, we study whether the activities can or not be used during the learning process, whether they allow an integrated learning process and whether they contribute to an improvement of the teaching.

Orientador: Sebastião Jorge Chammé / Banca: Romeu Gomes / Banca: Wilson Jacob Filho / Banca: Viviane Souza Galvão / Banca: Kester Carrara / Resumo: Propusemos como objeto deste estudo, a formação do médico e a sensibilização para lidar com a pessoa idosa, que envolveu a análise dos olhares de estudantes de Medicina e pacientes idosos dentro da proposta de aprendizagem baseada em problemas e do currículo da Faculdade de Medicina de Marília-FAMEMA. Objetivos: Analisar a percepção de estudantes de Medicina da Aprendizagem Baseada em Problemas - ABP do currículo da FAMEMA como espaço de formação de médicos sensibilizados para a atenção das pessoas idosas;analisar as representações de estudantes e idosos acerca do que é ser um médico sensibilizado para a questão do envelhecimento. Métodos: Foram coletados dados de um questionário aplicado aos estudantes de medicina ao final da 4ª. série, e entrevistas realizadas com pacientes idosos e estudantes ao final da 6ª. série, e empregamos a análise temática para a inferência dos dados com a utilização de duas categorias de análise do estudo: "o estudante e a aprendizagem sobre o idoso", e "o idoso e o médico para a pessoa idosa". Resultados e discussão: Os olhares dos estudantes sobre a sua aprendizagem ao final da 4ª. e da 6ª. séries são complementares e, coincidentes, encontram-se: a abrangência e adequação da 'Unidade 17 - Envelhecimento' e sua contribuição no desenvolvimento pessoal, de desempenhos e competências para aprender a aprender, saber pensar, resgatar a perda do humano em nossas vidas, e saber cuidar; a doença é mais representada no currículo do Curso de Medicina que o doente, existindo 'ilhas curriculares' com uma atuação mais condizente com a atenção às necessidades dos pacientes; a 'disease' prepondera em muito sobre a 'illness'; teoria e prática permanecem pouco integradas; nada substitui a prática e o contato direto com a realidade, os problemas de papel, por melhor que... (Resumo completo, clicar acesso eletrônico abaixo). / Abstract: This study attempts to observe physicians' education process and how to humanize students with the elder's care by looking at the actual observation made by students and elderly themselves. This is considered within the context of a Problem-Based Learning (PBL) MD program at the Faculty of Medicine of Marilia (FAMEMA) Objectives: To analyze students' perceptions of problem based learning-PBL as it is used at FAMEMA's and how it functions as a space for training of doctors needing to be sensitive to the elder's care; and to analyze students and elderly people impressions of what is to be a doctor sensitive to the aging process. Methods: We collected data through a questionnaire applied to medical students finishing their 4th year of medical education. In-depth interviews with elderly people and with students at the end of 6th year were developed. Thematic analysis was used for data inference, focusing on two types of aspects in this study: "the student and learning about the elderly" and "the elder and the doctor caring for the aged". Results and discussion: Students at the end of 4th and 6th years are coincident in relation to: quality and pertinence of Unit 17 Unit - "Aging". They also match in terms of the Unit's contribution to personal development, acquisition of skills and competences "to learn how to learn", to reason, to rescue the human aspect of our lives, and to know how to provide care of the elderly. Disease is over represented in relation to the actual patient. Hence, there are "curricular islands" better suited to the care of these patients' needs. Still, prevails the pathological-medical model over the one that looks at illness, as a person's ailment. Practice and theory remain poorly integrated. Nothing can substitute practice and direct contact with the real world. Paper problems, regardless of how well they have been... (Complete abstract, click electronic address below). / Doutor