INOVAÇÃO NO ENSINO:
UMA REVISÃO SISTEMÁTICA DAS METODOLOGIAS ATIVAS DE ENSINO-APRENDIZAGEM
Palabras clave:
Metodologia Ativa, Ensino-aprendizagem, Revisão SistemáticaResumen
O aprendizado ativo constitui como um novo paradigma na educação de qualidade, colaborativa, envolvente e motivadora, corroborando no ensino-aprendizagem, dado que a educação não pode mais ser considerada uma prática simples. Diante dessa perspectiva, o presente trabalho tem por objetivo identificar como as metodologias ativas estão sendo aplicadas nas instituições de ensino atuais. Para tanto, foi realizada uma revisão sistemática de literatura sobre o conceito de métodos de ensino ativo nos últimos 10 anos. As descobertas oferecem recomendações teóricas, dado que proporciona um panorama acerca do tema, e práticas, uma vez que apresenta um primeiro caminho para os profissionais utilizarem esses métodos, como características, metodologias ativas existentes, disciplinas aplicáveis, entre outros.
Referencias
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BUNTING, C. F.; CHEVILLE, R. A. VECTOR: A hands-on approach that makes electromagnetics relevant to students. IEEE Transactions on Education, v. 52, n. 3, p. 350-359, 2009.
CARPEÑO, A. et al. The key factors of an active learning method in a microprocessors course. IEEE Transactions on Education, v. 54, n. 2, p. 229-235, 2011.
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BAGHCHEGHI, N.; KOOHESTANI, H. R.; REZAEI, K. A comparison of the cooperative learning and traditional learning methods in theory classes on nursing students' communication skill with patients at clinical settings. Nurse education today, v. 31, n. 8, p. 877-882, 2011.
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BORRELL, Y. J. et al. Food control and a citizen science approach for improving teaching of Genetics in universities. Biochemistry and Molecular Biology Education, v. 44, n. 5, p. 450-462, 2016.
BUNTING, C. F.; CHEVILLE, R. A. VECTOR: A hands-on approach that makes electromagnetics relevant to students. IEEE Transactions on Education, v. 52, n. 3, p. 350-359, 2009.
CARPEÑO, A. et al. The key factors of an active learning method in a microprocessors course. IEEE Transactions on Education, v. 54, n. 2, p. 229-235, 2011.
CAVALCANTE, A. N. et al. Analysis of Bibliographic Production on Problem-Based Learning (PBL) in Four Selected Journals. Revista Brasileira de Educação Médica, v. 42, n. 1, p. 15-26, 2018.
CHAMOSO, J. M.; CÁCERES, M. J.; AZCÁRATE, P. Reflection on the teaching-learning process in the initial training of teachers. Characterization of the issues on which pre-service mathematics teachers reflect. Teaching and Teacher Education, v. 28, n. 2, p. 154-164, 2012.
CIDRAL, W. A. et al. E-learning success determinants: Brazilian empirical study. Computers & Education, 2017.
CONSORTI, F. et al. Efficacy of virtual patients in medical education: a meta-analysis of randomized studies. Computers & Education, v. 59, n. 3, p. 1001-1008, 2012.
CRUZ, G. B. Didática e docência no ensino superior. Revista Brasileira de Estudos Pedagógicos, v. 98, n. 250, 2017.
DAMNJANOVIC, I. et al. Educational prediction markets: construction project management case study. Journal of Professional Issues in Engineering Education and Practice, v. 139, n. 2, p. 134-138, 2012.
DAOUK, Z.; BAHOUS, R.; BACHA, N. N. Perceptions on the effectiveness of active learning strategies. Journal of Applied Research in Higher Education, v. 8, n. 3, p. 360-375, 2016.
DE JUSTO, E.; DELGADO, A. Change to competence-based education in structural engineering. Journal of Professional Issues in Engineering Education and Practice, v. 141, n. 3, p. 05014005, 2014.
DEREVENSKAIA, O. Active learning methods in environmental education of students. Procedia - Social and Behavioral Sciences, v. 131, p. 101–104, 2014.
DIAS, G. P. P.; SAUAIA, A. C. A.; YOSHIZAKI, H. T. Y. Estilos de aprendizagem Felder-Silvermaneo aprendizado com jogos de empresa. RAE-Revista de Administração de Empresas, v. 53, n. 5, p. 469-484, 2013.
DOMÍNGUEZ, C.; JAIME, A. Database design learning: A project-based approach organized through a course management system. Computers & Education, v.55, n.3, p.1312-1320, 2010.
FATMI, M et al. The effectiveness of team-based learning on learning outcomes in health professions education: BEME Guide. Medical teacher, v.35, n.12, p. 1608-1624, 2013.
FORNI, Maria Fernanda et al. An active‐learning methodology for teaching oxidative phosphorylation. Medical education, v. 51, n. 11, p. 1169-1170, 2017.
FREITAS, Helena Costa Lopes De et al. Formação de professores no Brasil: 10 anos de embate entre projetos de formação. Educação & Sociedade, 2002.
GAHUTU, J. B. Physiology teaching and learning experience in a new modular curriculum at the National University of Rwanda. Advances in physiology education, v.34, n.1, p.11-14, 2010.
GARCÍA, J.; HERNANDEZ, A. Active methodologies in a queueing systems course for telecommunication engineering studies. IEEE Transactions on Education, v. 53, n. 3, p. 405-412, 2010.
GONZÁLEZ‐SANCHO, J. M. et al. The use of an active learning approach to teach metabolism to students of nutrition and dietetics. Biochemistry and Molecular Biology Education, v. 41, n. 3, p. 131-138, 2013.
GONZÁLEZ-SOLTERO, R. et al. Work station learning activities: a flexible and scalable instrument for integrating across basic subjects in biomedical education. BMC medical education, v.17, n.1, p.236, 2017.
GUSC, J.; VAN VEEN-DIRKS, P. Accounting for sustainability: an active learning assignment. International Journal of Sustainability in Higher Education, v. 18, n. 3, p. 329-340, 2017.
KAILA, E. et al. Redesigning an object-oriented programming course. ACM Transactions on Computing Education (TOCE), v. 16, n. 4, p. 18, 2016.
KILGOUR, J. M. GRUNDY, L. MONROUXE, L. V. A Rapid Review of the Factors Affecting Healthcare Students' Satisfaction with Small-Group, Active Learning Methods, Teaching and Learning in Medicine, 28:1, 15-25, 2016.
KRUPAT, E. et al. Assessing the effectiveness of case-based collaborative learning via randomized controlled trial. Academic Medicine, v. 91, n. 5, p. 723-729, 2016.
LEITE, L.; DOURADO, L.; MORGADO, S. “Sustainability On Earth” WebQuests: Do They Qualify as Problem-Based Learning Activities?. Research in Science Education, v. 45, n. 1, p. 149-170, 2015.
LIMA, V. V. Constructivist spiral: an active learning methodology. Interface, 21(61), p. 421-34, 2017.
LÓPEZ, J. L. G. et al. Active methodology in the Audiovisual communication degree. In: Procedia Social and Behavioral Sciences. Elsevier, p. 4487-4491. 2010.
LÓPEZ, J. M. S.; GONZÁLEZ, M. R.; CANO, E. V. Visual programming languages integrated across the curriculum in elementary school: A two year case study using “Scratch” in five schools. Computers & Education, v. 97, p. 129-141, 2016.
LUCHI, K. C. G.; MONTREZOR, L. H.; MARCONDES, F. K. Effect of an educational game on university students’ learning about action potentials. Advances in physiology education, v. 41, n. 2, p. 222-230, 2017.
LUKER, C.; MUZYKA, J.; BELFORD, R. Introduction to the Spring 2014 ConfChem on the Flipped Classroom. Journal of Chemical Education, v. 92, n. 9, p. 1564-1565, 2015.
MACDOUGALL, C. A novel teaching tool combined with active-learning to teach antimicrobial spectrum activity. American Journal of Pharmaceutical Education, v. 81, n. 2, p. 25, 2017.
MACEDO, Kelly Dandara da Silva et al. Active learning methodologies: possible paths to innovation in health teaching. Escola Anna Nery, v. 22, n. 3, 2018.
MACVAUGH, J.; NORTON, M. Introducing sustainability into business education contexts using active learning. International Journal of Sustainability in Higher Education, v. 13, n. 1, p. 72-87, 2012.
MAIA, M. C. Entendendo a necessidade de renovação no processo de ensino e aprendizagem. RAE-Eletrônica, v. 9, n. 1, p. 1, 2010.
MARCONDES, F. K. et al. A puzzle used to teach the cardiac cycle. Advances in physiology education, v. 39, n. 1, p. 27-31, 2015.
MARIN, M. J. S. et al. Aspectos das fortalezas e fragilidades no uso das Metodologias Ativas de Aprendizagem. Revista Brasileira de Educação Médica, 34 (1), p. 13 – 20, 2010.
MCCORMACK, O.; O’FLAHERTY, J. An examination of pre-service teachers' attitudes towards the inclusion of development education into Irish post-primary schools. Teaching and teacher education, v. 26, n. 6, p. 1332-1339, 2010.
MCFEE, R. M.; CUPP, A. S.; WOOD, J. R. Use of case-based or hands-on laboratory exercises with physiology lectures improves knowledge retention, but veterinary medicine students prefer case-based activities. Advances in physiology education, v. 42, n. 2, p. 182-191, 2018.
MCLEAN, S. et al. Flipped classrooms and student learning: not just surface gains. Advances in physiology education, v. 40, n. 1, p. 47-55, 2016.
MELO PRADO, H. et al. Active learning on the ward: outcomes from a comparative trial with traditional methods. Medical education, v. 45, n. 3, p. 273-279, 2011.
MELO, B. de C.; SANT'ANA, G. A prática da Metodologia Ativa: compreensão dos discentes enquanto autores do processo ensino-aprendizagem. Comun. ciênc. saúde, v. 23, n. 4, p. 327-339, 2012.
MENEKSE, M. et al. Differentiated overt learning activities for effective instruction in engineering classrooms. Journal of Engineering Education, v. 102, n. 3, p. 346-374, 2013.
MISSEYANNI, A. et al. Active Learning Stories in Higher Education: Lessons Learned and Good Practices in STEM Education. In: Active Learning Strategies in Higher Education: Teaching for Leadership, Innovation, and Creativity. EmeraldPublishing, 2018. p. 75-105.
MITRE, S. M. et al. Metodologias ativas de ensino-aprendizagem na formação profissional em saúde: debates atuais. Ciênc. saúdecoletiva, v. 13, supl. 2, p. 2133-2144, dez. 2008.
MONTREZOR, L. H. Performance in physiology evaluation: possible improvement by active learning strategies. Advances in physiology education, v. 40, n. 4, p. 454-457, 2016.
MORGAN, H. et al. The flipped classroom for medical students. The Clinical Teacher, v. 12, n. 3, p. 155-160, 2015.
MOURTHÉ JUNIOR, C. A.; LIMA, V.; PADILHA, R. Q.. Integrating emotions and rationalities for the development of competence in active learning methodologies. Interface (Botucatu), v. 22, n. 65, p. 577-588, 2018.
NASCIMENTO, G. V. P. Estudo controlado da efetividade de um instrumento que acopla aprendizagem ativa e tecnologia: criação de vídeos pelos estudantes. 2014. xii, 87 f. Dissertação (Mestrado em Ciências e Tecnologias em Saúde)—Universidade de Brasília, Brasília, 2014.
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INOVAÇÃO NO ENSINO:: UMA REVISÃO SISTEMÁTICA DAS METODOLOGIAS ATIVAS DE ENSINO-APRENDIZAGEM . Avaliação: Revista da Avaliação da Educação Superior, Campinas; Sorocaba, SP, v. 26, n. 3, 2021. Disponível em: https://submission.scielo.br/index.php/aval/article/view/228628. Acesso em: 19 apr. 2025.
