Sala de aula invertida versus sala de aula tradicional: ensaio randomizado controlado no curso de Técnico de enfermagem.
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Data
2021-02-19
Autores
Vilanova, Ariane Delitti
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Universidade Estadual Paulista (Unesp)
Resumo
O processo ensino-aprendizagem depara-se com entraves no que se refere à eficácia de estratégias que promovam a fixação efetiva de conteúdo. Assim, faz-se necessária a reflexão sobre metodologias onde o aluno se torna protagonista no processo de aprendizagem. Para tanto, a adoção de metodologias ativas de aprendizado surge com o intuito de propiciar a inovação e tecnologias que facilitem a mudança do papel do aluno nesse processo. A metodologia de sala de aula invertida é uma das estratégias que se propõem a mudar a sequência do processo de aprendizagem em relação à tradicional, tornando o aluno parte responsável pela aquisição de seu conhecimento. Assim este trabalho teve como objetivo analisar o desempenho dos alunos do curso de Técnico de Enfermagem, em atividade realizada por meio da metodologia de Sala de aula Invertida adaptada na modelagem 100% on line. Para isso, desenvolveu-se um ensaio randomizado, cuja amostragem foi composta por alunos do curso de técnico em enfermagem da Fundação Educacional de Penápolis (SP). Os alunos foram randomizados aleatoriamente em dois grupos (G1 – grupo controle e G2 – grupo de intervenção), nos quais receberam aulas em formato tradicional de ensino (G1) e por meio da metodologia de sala de aula invertida (G2) – JITT (Just In Time Teaching). Foram avaliadas a obtenção de conhecimento imediatamente após a realização das atividades (pré e pós-teste) e a obtenção tardia do conhecimento (pós-teste, 60 dias depois da realização da atividade), em ambos os grupos (G1 e G2). Também se analisou a percepção e a adesão dos alunos do Técnico em Enfermagem quanto à utilização da metodologia “Sala de aula invertida” adaptada na modelagem 100% on line, culminando na construção de dois e-books, sendo o primeiro para orientação sobre “Impacto de Resíduos Sólidos Hospitalares”, temática aplicada em sala de aula e o segundo abordando as metodologias ativas, enfocando predominantemente na técnica de sala de aula invertida. As obras serão disponibilizadas em todas as unidades de saúde que se interessarem pelo produto. Como desfecho primário, esperou-se uma participação mais efetiva dos alunos do grupo de intervenção, mostrando-se como protagonistas do processo de ensino- aprendizado. Como desfecho secundário, foi possível demonstrar que, em 60 dias (pós-teste tardio), os alunos do grupo de intervenção obtiveram desempenho de empoderamento do conhecimento 10% superior ao grupo controle, ainda ficou evidente que a adaptação da técnica de sala de aula invertida em modelagem 100% on line atendeu os passos sugeridos na proposta original, assim como houve demonstração de preferência por atividades desenvolvidas por meio da estratégia proposta entre o grupo exposto a intervenção.
The teaching-learning process faces obstacles with regard to the effectiveness of strategies that promote effective content fixation. Thus, it is necessary to reflect on methodologies where the student becomes a protagonist in the learning process. To this end, the adoption of active learning methodologies emerges with the aim of promoting innovation and technologies that facilitate the change of the student's role in this process. The inverted classroom methodology is one of the strategies that propose to change the sequence of the learning process in relation to the traditional one, making the student part responsible for the acquisition of his knowledge. Thus, this work aimed to analyze the performance of students in the Nursing Technician course, in an activity carried out using the Inverted Classroom methodology adapted in 100% online modeling. For this, a randomized trial was developed, whose sample was composed of students from the nursing technician course at the Educational Foundation of Penápolis (SP). The students were randomly randomized into two groups (G1 - control group and G2 - intervention group), in which they received classes in the traditional teaching format (G1) and through the inverted classroom methodology (G2) - JITT (Just In Time Teaching). Knowledge acquisition was evaluated immediately after the activities were carried out (pre and post-test) and delayed knowledge acquisition (post-test, 60 days after the activity was performed), in both groups (G1 and G2). We also analyzed the perception and adherence of the students of the Nursing Technician regarding the use of the “Inverted classroom” methodology adapted in 100% online modeling, culminating in the construction of two e-books, the first being for guidance on “Impact Hospital Solid Waste ”, a theme applied in the classroom and the second addressing active methodologies, focusing predominantly on the inverted classroom technique. The works will be made available in all health units that are interested in the product. As a primary outcome, it was expected a more effective participation of students in the intervention group, showing themselves as protagonists in the teaching-learning process. As a secondary outcome, it was possible to demonstrate that, in 60 days (late post-test), the students in the intervention group achieved knowledge empowerment performance 10% higher than the control group, it was still evident that the adaptation of the classroom technique inverted in 100% on-line modeling met the steps suggested in the original proposal, as well as a preference for activities developed through the strategy proposed among the group exposed to the intervention.
The teaching-learning process faces obstacles with regard to the effectiveness of strategies that promote effective content fixation. Thus, it is necessary to reflect on methodologies where the student becomes a protagonist in the learning process. To this end, the adoption of active learning methodologies emerges with the aim of promoting innovation and technologies that facilitate the change of the student's role in this process. The inverted classroom methodology is one of the strategies that propose to change the sequence of the learning process in relation to the traditional one, making the student part responsible for the acquisition of his knowledge. Thus, this work aimed to analyze the performance of students in the Nursing Technician course, in an activity carried out using the Inverted Classroom methodology adapted in 100% online modeling. For this, a randomized trial was developed, whose sample was composed of students from the nursing technician course at the Educational Foundation of Penápolis (SP). The students were randomly randomized into two groups (G1 - control group and G2 - intervention group), in which they received classes in the traditional teaching format (G1) and through the inverted classroom methodology (G2) - JITT (Just In Time Teaching). Knowledge acquisition was evaluated immediately after the activities were carried out (pre and post-test) and delayed knowledge acquisition (post-test, 60 days after the activity was performed), in both groups (G1 and G2). We also analyzed the perception and adherence of the students of the Nursing Technician regarding the use of the “Inverted classroom” methodology adapted in 100% online modeling, culminating in the construction of two e-books, the first being for guidance on “Impact Hospital Solid Waste ”, a theme applied in the classroom and the second addressing active methodologies, focusing predominantly on the inverted classroom technique. The works will be made available in all health units that are interested in the product. As a primary outcome, it was expected a more effective participation of students in the intervention group, showing themselves as protagonists in the teaching-learning process. As a secondary outcome, it was possible to demonstrate that, in 60 days (late post-test), the students in the intervention group achieved knowledge empowerment performance 10% higher than the control group, it was still evident that the adaptation of the classroom technique inverted in 100% on-line modeling met the steps suggested in the original proposal, as well as a preference for activities developed through the strategy proposed among the group exposed to the intervention.
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Palavras-chave
, Docência, Ensaio clínico controlado randomizado, Educação superior, Enfermagem, Estudos de validação, Teaching pedagogy, Randomized controlled clinical trial, Higher education, Nursing