Cognitive competence: comparing learning between traditional classroom and active classroom

Authors

DOI:

https://doi.org/10.17267/2594-7907ijeh.2022.e3831

Keywords:

Educational Assessment, Education, Higher, Teaching, Educational Measurement

Abstract

INTRODUCTION: The new student profile has required new formats of teaching and learning, with interconnected knowledge based on a pedagogical practice founded on reflection OBJECTIVE: The aim of this study was to analyze how students evaluate what they learned using the of the Concept Map associated with the Inverted Classroom in the teaching, learning and assessment process compared to the Traditional Classroom. METHODS AND MATERIALS: A cross-sectional study carried out with 90 students at a public university in Brazil in the years of 2016 to 2018. For data collection the authors used a high reliability tool based on the Likert scale of 4 points containing questions regarding the competences to be developed by the students. The Kolmogorov-Smirnov normality test was performed and the Wilcoxon test was used to identify the differences between the two methods. The level of significance was 5%. RESULTS: The mean attributed to each of the two investigated methods was significantly higher (p <0.001) in the Concept Map with Flipped Classroom (3.38) than in the Traditional Classroom (2.75). CONCLUSIONS: While the Concept Map favors the process of meaningful learning with comprehension, integration and assimilation of content in an autonomous and co-responsible form by the students, the Traditional Classroom is based on the passive memorization of the content given by the teachers. Because of this, it is suggested that, the Concept Map with a Flipped Classroom according to the perception of the students was more effective when compared to the Traditional Classroom, by providing the assimilation, interpretation and integration of the contents.

Downloads

Download data is not yet available.

References

(1) Cotta RMM, Costa GD. Portfólio reflexivo: método de ensino, aprendizagem e avaliação. Minas Gerais: Editora UFV; 2016.

(2) Delphino FBB, Oliveira E, Felisbino AM, Sgorbissa ML, Souza DR. A utilização de metodologias ativas em cursos superiores para uma aprendizagem significativa. In: Jerez O, Silva C, organizators. Innovando en la educación superior: experiencias clave em Latinoamérica y el Caribe 2016-2017 (Volumen 3: Integración de TIC’s). Santiago: Facultad de Economía y Negocios, Universidad de Chile; 2017. pp. 67-77. https://doi.org/10.34720/7khq-d689

(3) Costa GD, Driessen E, Silva LS, Campos AAO, Costa TMT, Donateli CP, et al. Collective portfolio: assessment of teaching and learning in health undergraduate courses. Ciênc Saúde Colet. 2018;23(11):3779-787. https://doi.org/10.1590/1413-812320182311.27072015

(4) Roget AD, Serés MVG. La práctica reflexiva: bases, modelos e instrumentos. Madrid: Narcea S.A. de Ediciones; 2014.

(5) Cotta RMM, Costa GD, Mendonça ET. Critical and reflective portfolios: a pedagogical approach centered on cognitive and metacognitive skills. Interf. 2015;19(54):573-88. https://doi.org/10.1590/1807-57622014.0399

(6) Cotta RMM, Silva LS, Cotta RM, Cotta FM, Bastos MAP, Campos AAO, et al. The Conceptual Map as a tool for teaching and meaningful learning about the Unified Health System. J Manag Prim Health Care. 2015;6(2):264-81. https://doi.org/10.14295/jmphc.v6i2.306

(7) Delors J. La educación encierra un tesoro. Madrid: Santillana; 1996.

(8) Frye AW, Hemmer PA. Program evaluation models and related theories: AMEE guide no. 67. Med Teach. 2012;34(67):288–99. https://doi.org/10.3109/0142159x.2012.668637

(9) Conselho Nacional de Saúde (Brasil). Resolução MS/CNS nº 569, de 08 de dezembro de 2017 [Internet]. Brasília: Conselho Nacional de Saúde; 2017. Avaible from: https://conselho.saude.gov.br/resolucoes/2017/Reso569.pdf

(10) Blanco A. Desarrollo y evaluación de competencias en educación superior. Madrid: Narcea S.A. de Ediciones; 2009, p. 17-34.

(11) Ho V, Kumar RK, Velan G. Online testable concept maps: benefits for learning about the pathogenesis of disease. Med Educ. 2014;48(7):687-97. https://doi.org/10.1111/medu.12422

(12) Kassab SE, Fida M, Radwan A, Hassan AB, Abu-Hijleh M, O'Connor BP. Generalisability theory analyses of concept mapping assessment scores in a problem-based medical curriculum. Med Educ. 2016;50(7):730-37. https://doi.org/10.1111/medu.13054

(13) Flipped Learning Network. Definition of Flipped Learning [Internet]; 2014. [uptaded 2014 mar. 12; cited 2019 jun. 01]. Available from: https://flippedlearning.org/definition-of-flipped-learning/

(14) Chen F, Lui AM, Martinelli SM. A systematic review of the effectiveness of flipped classrooms in medical education. Med. Educ. 2017;51(6):585-97. https://doi.org/10.1111/medu.13272

(15) Organización Mundial de la Salud. Evaluación de la promoción de la salud: principios y perspectivas. Metodologías para la promoción de la salud [Internet]. Washington, D.C.: OPS; 2007. 524 p. Available from: https://iris.paho.org/handle/10665.2/3070

(16) Prado LB, Avila NR, Llobet MP, Canut MTL, Rodriguez, SF, Lajara MAG. Escala de Autopercepción del Pensamiento Crítico en Alumnos de Enfermería [Internet]. III Congreso Internacional sobre Aprendizaje, Innovación y Competitividad (CINAIC); 2015 oct. 14-16; Madrid, Spain. [cited 2021 oct. 01]. Available from: http://138.4.83.137/dmami/documentos/liti/Actas_CINAIC_2015.pdf

(17) Zabalza MA. Competencias docentes del profesorado universitário: calidad y desarrollo profesional. 2a. ed. Madrid: Narcea S.A. de Ediciones; 2009.

(18) Lizarraga MLSA. Competencias cognitivas en Educación Superior. 2a. ed. Madrid: Narcea S.A. de Ediciones; 2010.

(19) Cotta RMM, Costa GD. Assessment instruments and self-evaluation of reflective portfolios: a theoretical-conceptual construction. Interf. 2016;20(56):171-83. https://doi.org/10.1590/1807-57622014.1303

(20) Cotta RMM, Silva LS, Costa GD, Cotta FM, Cotta RM. Portfólio coletivo reflexivo: ferramenta potencializadora do trabalho em equipe, raciocínio crítico e tomada de decisões. Rev S Greg [Internet]. 2017;16:12-21. Available from: https://revista.sangregorio.edu.ec/index.php/REVISTASANGREGORIO/article/view/416

(21) Novak JD, Cañas AJ. The theory underlying Concept Maps and how to construct them, Technical Report IHMC CmapTools 2006-01. Florida Institute for Human and Machine Cognition [Internet]. 2006;(6):1-36. Disponível em: https://cmap.ihmc.us/publications/researchpapers/theorycmaps/TheoryUnderlyingConceptMaps.bck-11-01-06.htm

(22) Ausubel DP, Novak JD, Hanesian H. Educational psychology. 2a. ed. New York: Holt, Rinehart and Winston; 1980.

(23) Cotta RMM, Costa GD, Mendonça ET. Reflective portfolio: a proposal for teaching and learning geared on competencies. Ciênc Saúde Colet. 2013;18(6):1847-56. https://doi.org/10.1590/S1413-81232013000600035

(24) Cotta RMM, Ferreira ES. Mapas conceituais e aula invertida: benefícios para o processo de ensino e aprendizagem sobre as políticas de saúde. Rev Invest Educ Univ [Internet]. 2019;2(1):22-32. Available from: http://revistas.educacioneditora.net/index.php/RIEU/article/view/26

(25) Anderson LW, Krathwohl DR. A taxonomy for learning, teaching and assessing: a revision of Bloom’s Taxonomy of Educational Objectives. Nova York: Addison Wesley Longman; 2001.

(26) Bergmann, J. Aprendizagem invertida para resolver o problema do dever de casa. Porto Alegre: Penso; 2018.

(27) Daley BJ, Torre DM. Concept maps in medical education: an analytical literature review. Med Educ. 2010;44(5):440-48. https://doi.org/10.1111/j.1365-2923.2010.03628.x

(28) Hawkins RE, Welcher CM, Holmboe ES, Kirk LM, Norcini JJ, Simons KB, et al. Implementation of competency-based medical education: are we addressing the concerns and challenges? Med Educ. 2015;49(11):1086-102. https://doi.org/10.1111/medu.12831

(29) Schwartzstein RM, Roberts DH. Saying goodbye to lectures in medical school - paradigm shift or passing fad? N Engl J Med. 2017;377(7):605-07. https://doi.org/10.1056/nejmp1706474

Downloads

Published

2022-08-04

How to Cite

Cotta, R. M. M., Ferreira, E. de S., do Prado, R. E. G., Cavalier, S. B. de O., da Costa, G. D., & Moreira, T. R. (2022). Cognitive competence: comparing learning between traditional classroom and active classroom. International Journal of Education and Health, 6, e3831. https://doi.org/10.17267/2594-7907ijeh.2022.e3831

Issue

Section

Original Articles