Detalhes bibliográficos
| Ano de defesa: |
2019 |
| Autor(a) principal: |
Castro, Adilson Valezin
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| Orientador(a): |
Moraes, Suzana Guimarães |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
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| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
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| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação nas Profissões da Saúde
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| Departamento: |
Faculdade de Ciências Médicas e da Saúde
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| País: |
Brasil
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| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/22159
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Resumo: |
The term Andragogy, comes from the Greek andra (adult) and agogus (leader of), has as meaning "the art of leading adults". The term differs from pedagogy, which, coming from paid (child) and agogus (leader of), means "the art of leading children "The Andragogy created by Alexander Kapp, spread by Malcolm Shepherd Knowles in the 1970s, was defined as the art and science of helping adults learn. This is the main characteristic that differentiates it from Pedagogy. The studies related to Andragogy refer to the Theory of Significant Learning, in which, it describes the importance of the active participation of the students in the process of teaching and learning, favoring the construction of new knowledge, being fundamental that their previous knowledge, anchored in their cognitive structure, are considered for new learning. For this type of learning, Ausubel considers as a fundamental factor that the student wants to learn in a significant way and the learning material must be clear language with examples related to the previous knowledge of the student. From this perspective, one of the means to evaluate the construction of this knowledge is the use of conceptual maps which is a visual information resource of this learning. The Conceptual Map is a graphical tool that serves to represent and organize the previous knowledge acquired through cognitive gains. With this tool, the student group and the teacher can identify and evaluate the learning process and recognize the learning built. Therefore, the objective of this work of course completion is to show, through the analysis and evaluation of a conceptual map referring to the previous knowledge of the group of students over 5 (five) semesters, as well as the fragilities that should be mitigated or remedied, as proposed by the scientific work developed by Novak and Gowin. For this, the conceptual maps constructed by the students in the tutorial session of the 5th class of the medical course of UNIFEV / Votuporanga - SP were analyzed and evaluated, divided in 4 groups composed by 10 students each, under the supervision of 4 different tutors. Among the results of this work, the objectives reached and of greater relevance are the analysis of the programmatic contents from the conceptual maps "feedback", identifying the necessary minimum knowledge about the themes of the evaluated tutorials; the identification of possible technical difficulties of the students in the elaboration of conceptual maps; with this, the importance of using the conceptual map as a significant tool in the evaluation of the students' previous knowledge and its relevance in the correction of the work bias of the tutoring group was concluded |
