Elaboração e avaliação de materiais didáticos com recursos tecnológicos sobre conteúdos de fisiologia respiratória

Abstract

Teaching methodologies consist of different ways in which knowledge, in its various fields, is imparted in educational institutions. The choice of a methodology should be made considering the intended learning objectives, as well as fostering various capacities and skills in the learner. Based on constructivist ideas, active methodologies aim to overcome more rigid learning models, focusing on developing the learner's autonomy. The incorporation of active methodologies in higher education seeks to meet the needs of learners and prepare them to face a constantly changing society, requiring professionals capable of easily adapting to emerging innovations. When it comes to innovations in education, the integration of technological resources is mentioned. These resources should serve as facilitators of the teaching-learning process. The combination of active methodologies with technological resources can expand the classroom space, provide quick access to information, and increase interaction, thereby facilitating the learning process. Thus, the objective of this project was to produce and evaluate instructional materials for use with active methodologies in Biological Sciences courses. This evaluation was conducted by the students themselves in a qualitative manner, as they would be the ones using the materials for their learning. The production of materials utilized various technological resources, such as video and audio editors and software for creating websites and games. The materials serve as auxiliary tools for teaching respiratory physiology. Initially, an open educational resources repository, i.e., a website, was created to host the different digital resources produced. The various resources include videos, games, texts, and podcasts, aiming to provide different stimuli. The evaluation of the repository and its contents involved the participation of 42 students and took place in the years 2022 and 2023. In 2022, the repository was evaluated by 25 students through a questionnaire. As a result, all students liked the layout of the OER, regarding the produced content, 20 (80%) of the students prefer games as supplementary material, 22 (88%) found the video easy to understand, and 23 (92%) emphasized that the content covered is relevant to the study of respiratory physiology. Due to the results and the students' interest in games, it was subsequently evaluated in isolation. This evaluation took place in 2023, with the participation of 17 students who assessed its design, being considered very appealing by 41.18%. Its playability, with 52.94% of students indicating that the game is very intuitive. Applicability for learning assistance, with 58.82% of students indicating that the game greatly aids in understanding the topic, and whether respiratory physiology was well adapted to the game, with 70.59% of students indicating that it was well adapted. The results demonstrated that the OER can positively contribute to teaching, potentially impacting performance, engagement, and skill development. Thus, the OER can be considered a good alternative to facilitate understanding.