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IPS - ESTS – DMAT - Artigos científicos

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http://hdl.handle.net/10400.26/3735

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Browsing IPS - ESTS – DMAT - Artigos científicos by Author "Rafael, Silviano"

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  • Caso de estudo: aplicação de técnicas de aprendizagem ativa no ensino da Matemática de um CTESP em PBL
    Publication . Justino, Júlia; Rafael, Silviano
    O presente artigo decorre de um estudo realizado à aplicação da metodologia cen-trada no aluno de uma nova unidade curricular de matemática desagregada do ambiente de aprendizagem por projetos de um novo curso técnico superior profis-sional no ensino superior. Salientam-se os principais objetivos gerais pretendidos e indicam-se as técnicas pedagógicas que se consideraram adequadas para serem aplicadas neste contexto. O estudo segue uma abordagem quantitativa, baseada em inquéritos e complementada por ações típicas de abordagem qualitativa. São refe-ridos alguns aspetos relativos à atitude dos alunos, individualmente e em grupo, antes da aplicação da metodologia e depois da aplicação das técnicas pedagógicas referidas. Apresenta-se o método de avaliação e a forma como foi utilizado. São apresentados e discutidos os resultados do desempenho escolar onde se destaca uma taxa de sucesso de 81%.
    2018Journal article Open access Show more
  • The Expansion of Pedagogical Alignment: A Step for the Learning Success
    Publication . Justino, Júlia; Rafael, Silviano
    The adaptation of higher education institutions to the changing needs of employers and society demands critical and creative ability in the elaboration of new curricula. The implementation of these new curricula requires a change in methodology to the learner-centered approach that is not easy at first and requires a deeper reflective and analytical attitude from the teacher. How it starts and how should be applied is a recurring issue at conferences and is the subject of this paper. The first step consists of building the training structure to be implemented, been usual to build a structure which supports contents, learning outcomes and assessment methodology. But this is not sufficiently comprehensive to provide guidance and reflection to the teacher about the learning activities to be implemented nor the learning itself, even with the support of an IT tool to maintain the focus and establish the development phases of the pedagogical structure. The new feature presented in this paper is the expansion of the training structure to all educational elements needed for the implementation of the student-centered approach. An example is given within the context of a course unit of a short-cycle tertiary educational programme (2 years – 180 ECTS), providing the syllabus planning, the learning outcomes setting, linking them with their ground level of cognition, the teaching-learning activities setting for each specific content, the resources to students allocation and/or creation, structuring them on an IT platform, the pedagogical strategies setting and the evaluation method definition. This planning allows to structure the whole teaching-learning process of the course unit, considering the available timeframe, the application environment or context, the students’ competences to exercise and the teacher’s pedagogical skills.
    2019Journal article Open access Show more