Discovery-based teaching and learning strategies in health: problematization and problem-based learning
Discovery-based teaching and learning strategies in health: problematization and problem-based learning
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DOI：
10.1590/s0102-311x2004000300015
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发表时间：
2004-06-01
期刊：
影响因子：
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通讯作者：
Toralles-Pereira, Maria Lúcia
中科院分区：
文献类型：
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作者：
Cyrino, Eliana Goldfarb;Toralles-Pereira, Maria Lúcia
考虑到卫生领域教学的变化和对高等教育中处理知识的新方法的需求，本文讨论了两种创新的方法论方法：基于问题的学习（PBL）和问题化。本文通过对这两种方法的理论根源的描述，试图找出它们的主要依据。作为不同的建议，都有助于教学和学习过程的审查：问题化，侧重于知识建设的背景下形成的批判意识; PBL，侧重于认知方面的概念和拨款的基本机制，在科学的建设。问题化和PBL都打破了传统的教与学的方式，激发了参与者的参与式管理，并重组了理论与实践之间的关系。批评每个建议的可能性和限制，使用其理论和方法基础的分析，使我们得出结论，基于PBL和/或问题化的教学经验，可以代表一个创新的趋势，在健康教育的背景下，促进休息和更全面的变化。
Considering the changes in teaching in the health field and the demand for new ways of dealing with knowledge in higher learning, the article discusses two innovative methodological approaches: problem-based learning (PBL) and problematization. Describing the two methods' theoretical roots, the article attempts to identify their main foundations. As distinct proposals, both contribute to a review of the teaching and learning process: problematization, focused on knowledge construction in the context of the formation of a critical awareness; PBL, focused on cognitive aspects in the construction of concepts and appropriation of basic mechanisms in science. Both problematization and PBL lead to breaks with the traditional way of teaching and learning, stimulating participatory management by actors in the experience and reorganization of the relationship between theory and practice. The critique of each proposal's possibilities and limits using the analysis of their theoretical and methodological foundations leads us to conclude that pedagogical experiences based on PBL and/or problematization can represent an innovative trend in the context of health education, fostering breaks and more sweeping changes.