Active Teaching Methodology Applied in the Training of Undergraduate Dental Students: Use of Video-Lesson

Abstract

The goal of the present study was to evaluate the effectiveness of the active video-class methodology in the teaching-learning process, ascertaining the understanding, clarity and absorption through a pre structured questionnaire. The sample consisted of 35 students, who were enrolled in the fixed prosthesis discipline, between the age of 19 and 31 years old. A videotape with provisional crown content was applied to the sample and, after a pre-structured questionnaire with 5 questions with objective and subjective questions related to the class. In the results obtained two people did not miss any of the questions, corresponding to 5.7% of the total number of students. Meanwhile, 57.1% of the students erred only one question in that they are equivalent to 20 students of the sample, 34.3% did not answer right two questions of the questionnaire, in the total of twelve people and finally 2,9% missed 3 questions, represented by only 1 person. It was evidenced that most of the questions students achieved success above 80%. The use of videoconference as an active teaching methodology in the academic environment has shown satisfactory results when applied in the classroom as an aid material, since most of the students have had success in most of the questions with the use this tool. The active methodologies can be a satisfactory alternative in the teaching-learning process to assist the teacher in the classroom, and its use can yield good results in the training of health professionals.Keywords: Audiovisual Aids. Educational Technology. Learning.ResumoO objetivo do presente trabalho foi avaliar a eficácia da metodologia ativa vídeo-aula aplicada aos alunos de odontologia de uma instituição de ensino superior no processo de ensino aprendizagem, averiguando o entendimento, clareza e absorção, através de um questionário préestruturado. A amostra constou de 35 alunos devidamente matriculados na disciplina de prótese fixa, com idades que variavam entre 19 a 31 anos. Foi administrado uma vídeo-aula com conteúdo de coroas provisória e logo após responderam um questionário pré estruturado com 5 perguntas com questões objetivas e subjetivas relacionadas a aula. Nos resultados obtidos duas pessoas não erraram nenhuma das questões, correspondendo 5,7% do total de alunos. Já 57,1% dos alunos erraram apenas uma questão no que equivalem 20 alunos da amostra, 34,3% não acertaram duas questões do questionário, no total de 12 pessoas e por fim 2,9% erraram 3 questões, representado por apenas 1 pessoa. Ficou evidenciado que a maioria das questões os alunos obtiveram êxitos acima de 80%. O emprego da vídeo-aula como uma metodologia ativa de ensino, no ambiente acadêmico, mostrou resultados satisfatórios ao ser aplicada em sala de aula como material de auxílio, visto que a maioria dos alunos tiveram êxitos na maior parte das questões com a utilização desta ferramenta. As metodologias ativas podem ser uma alternativa satisfatória no processo de ensino- aprendizagem para auxiliar o professor em sala de aula, e sua utilização pode render bons resultados na formação de profissionais da saúde.Palavras-chave: Recursos Audiovisuais. Tecnologia Educacional. Aprendizagem.

Escape rooms technology as a way of teaching mathematics to secondary school students

“…The finding indicated that the dimension of learning anxiety significantly improved once the Escape Room was applied as a tool for teaching mathematics, this seem to be consistent with Parra -González et al ( 2020 ), whose found that Escape Room enhanced students’ ability to manage their learning anxiety. According to the numbers above we can see that students were more motivated and showed a higher level of learning anxiety, consistent with other works, and this is because of the positive intervention of the Escape Room, which meant they felt less annoyed, hostile, or frustrated while performing the activities or tests proposed by the teacher (Santos et al, 2019 ), and they perceived themselves as protagonists and were interested in the tasks that needed to be performed (Pérez-Manzano & Almela-Baeza, 2018 ), they performed instructional tasks repeatedly without fear of error (Contreras Espinosa, 2016 ; Lee, & Hammer, 2011 ), and they built on their own knowledge with this type of methodology (Khalil & Elkhider, 2016 ; Pumilia-Gnarini, 2013 ). Consequently, this contributed to lower anxiety and stress, since they could perform tasks at their own pace, autonomously, and individually, according to their personal and cognitive peculiarities.…”

“…As claimed by researchers, there has been a significant increase in the application of Escape Rooms as learning environments (Shute & Ke, 2012 ), with positive outcomes reported (Hursen & Bas, 2019 ). Hence, the notion of activation is considered to be where the learner participates in the process of learning by acquiring new knowledge on their own (Santos et al, 2019 ).…”

Evaluating Activation and Absence of Negative Effect: Gamification and Escape Rooms for Learning

“…Therefore, activation is understood here as the state of the learner and how he/she faces the task, and his/her personal predisposition to achieve the goals and objectives envisaged by the educational task. Therefore, the concept of activation is understood as active participation of a learner in the learning process by learning something new themselves [48].…”