Banca de DEFESA: SAYONARA COSTA DO NASCIMENTO

Uma banca de DEFESA de MESTRADO foi cadastrada pelo programa.
STUDENT : SAYONARA COSTA DO NASCIMENTO
DATE: 27/12/2021
TIME: 09:00
LOCAL: Online - link: https://meet.google.com/okw-akzw-sxb
TITLE:

Use do Conceptual Map as Tool in the Teaching-Learning Process in the Subject of Urogynecological and Obstetric Physiotherapy at UFRN.

KEY WORDS:

Learning; Concept map; Learning assessment.

PAGES: 47
BIG AREA: Ciências da Saúde
AREA: Fisioterapia e Terapia Ocupacional
SUMMARY:

Meaningful learning is a starting point for the construction of new teaching-learning methods. In this regard, the concept map appears as an active methodology on which the student builds their learning in a dynamic, illustrative, creative, and reflective form, through a graphical representation of concepts that relate to each other by forming propositions. In turn, these propositions are formed by an initial concept, a final concept, and a linking term that expresses the existing conceptual relationship. In this teaching process, the professor is the student’s mediator and supporter. Objective: This study aims to evaluate the construction of concept maps and the students’ perception regarding the potentialities of how to use the concept map as a teaching-learning strategy in the Urogynecology and Obstetrics Discipline of the Physiotherapy College at the Federal University of Rio Grande do Norte. Methodology: The study is exploratory and descriptive, in which the data were collected from concept maps made by the students, from a scale of established criteria, having as reference the study of Bhusnurmath et al. (2017). The analysis of the concept maps followed a twenty-point scale, containing the following criteria: (1) organization; (2) interconnectivity; (3) clarity and understanding; (4) accuracy of information; and (5) layout. A number of twenty students enrolled in the Urogynecology and Obstetrics discipline participated in this research. This methodology was included as an assessment method in this compulsory course in the second semester of 2020. The concept maps of the twenty students who signed the Free and Informed Consent Term (FICT) were analyzed. A total of ninety-four maps were made by the students, fifty-six of them followed the standards of concept maps, and thirty-eight did not belong to the established criteria. Students who signed the FICT were included in the study. Mind maps and diagrams prepared by the students were excluded. Cmap Tools software, developed and freely released by the Institute for Human & Machine Cognition (IHMC), was used by 100% of the participating students. Results: The elaborations of the concept maps achieved variable construction forms. It is observed that thirteen (23,2%) of them fulfilled all the prerequisites; thirty-three (58,9%) did not have cross-links, which favor creativity and the communication with more distant concepts in the map; the connecting phrases were not used by three (7,3%) of the students - once they help to understand better what the author’s map wants to convey; one (1,7%) did not elaborate the map in an organized form and did not utilize the cross-links (unreadable); and six (10,7%) did not use connecting phrases and cross-links. Conclusion: Concept maps can collaborate in learning, providing the organization of ideas upon the studied knowledge.

BANKING MEMBERS:
Presidente - 346268 - TECIA MARIA DE OLIVEIRA MARANHAO
Interna - 2172036 - MARIA JOSE PEREIRA VILAR
Externo à Instituição - CLÉBER DE MESQUITA ANDRADE - UERN