| Name: | Description: | Size: | Format: | |
|---|---|---|---|---|
| 603.75 KB | Adobe PDF |
Advisor(s)
Abstract(s)
The actives learning methodologies appears as new education policies and those hold students accountable for their own learning. Also a growing number of study results are finding positive relationships between active methodologies and student learning. In this sense, it is important to understand the perceptions of innovative process experiences in learning.
Aims: Create a qualitative analysis about student perceptions during an implementation of co-creation methodology in curricular units of Dietetics Nutrition and Pharmacy graduations.
Methods: It is a qualitative and longitudinal study in 3rd year degree students across one semester. A co-creation pedagogical process was performed including a multidisciplinary group of students from 4 different subjects of the undergraduate courses in Dietetics Nutrition and Pharmacy, School of Health, Polytechnic Institute of Bragança, Portugal. Throughout the semester, students had to develop a multidisciplinary research project. Co-creation events, guided by subject teachers, took place at four different times: kick-off, jam1, jam2 and final-pitch. The students' perception of the teaching-learning process was evaluated in the end of each event, through an online open response questionnaire. The discursive components of the first and last event were subjected to content analysis from which emerged a categorical tree with 5 and 3 categories, respectively.
Results: In first moment, the categorical tree revels 7 main categories (and its components), which identify words just mean the concepts related with the classic paradigm of learning-teaching process: 1st) Team (19), 2nd) Knowledge (17), 3rd) Learning (11) and Companionship (11), 5th) Sharing (9), 6th) New/Different (7), 7th) Interaction (6). (figure 1 - left) In last moment, the categorical tree revels 3 main categories (and its components): 1st) Learning in Insight (17), helps explain how students learn through socialization, acceptance and understanding of adhering to new methodologies and, this first category generates 2 subcategories: Reviewing in Presentations and Projects and The New/The Innovator. 2nd) The feeling of integration in interaction (15), helps explains interaction, communication, expertise opinions and, this second category generates 3 subcategories: Interaction (7), The Team (4), and The Sharing (4). 3rd) Learning (10) is the only category that corroborates first moment. (figure 1 - right).
Conclusion: Only "new" words appear - in the sense of innovation - after the experience is lived. This proves that it is not possible to explain to students a methodology, in theoretical terms. Only in this way it is possible to create awareness about an experience.
Description
Keywords
Co-creation pedagogical process Dietetics Nutrition and Pharmacy students Students' perceptions
Citation
Pinto, Isabel C.; Almeida-de-Souza, Juliana; Veiga-Branco, Maria Augusta; Pereira, Olívia R. (2020) Comparative study before and after innovative learning methodology: a qualitative analysis of health students' perceptions. In International Conference on Co-Creation Processes in Higher Education. Bragança
Publisher
Instituto Politécnico de Bragança