Aprendizaje significativo y su aplicación en la educación médica / Meaningful Learning and its Application in Medical Education

Introducción: El aprendizaje significativo se genera a partir de que el alumno es constructor de su propio conocimiento, relaciona los conceptos a aprender y les da un sentido según la estructura conceptual que ya posee. Objetivo: Exponer las experiencias socializadas por autores que promueven el aprendizaje significativo en la educación médica. Métodos: Se utilizó el método científico análisis del contenido, a partir de informaciones disponibles en la biblioteca electrónica en línea SciELO y el motor de búsqueda de Google Académico, teniendo en cuenta los diez últimos años: 2011 (enero) hasta diciembre de 2021. Después de aplicados los criterios de inclusión y exclusión, fueron seleccionados y analizados 16 artículos académicos. Resultados: El 56,25 por ciento utilizó un diseño de tipo cualitativo y las muestras utilizadas oscilaron entre un mínimo de 7 hasta un máximo de 246 estudiantes. Medicina se mostró como la carrera que más estudiaba el aprendizaje de tipo significativo. El aprendizaje basado en problemas en formato intracurricular constituyó la metodología más usada para desarrollarlo. Las principales limitaciones reportadas tuvieron relación con el instrumento y la muestra. Conclusiones: Se hace necesario realizar investigaciones para estudiar el aprendizaje significativo en estudiantes de las ciencias de la salud. De esta manera se podrían tener resultados contextualizados para realizar comparaciones que contribuirían a precisar los diferentes factores que se ven involucrados en el desarrollo de dicha teoría(AU)

Introduction: Meaningful learning is generated from the fact that the student is the constructor of his or her own knowledge, relates the concepts to be learned, and gives them a meaning based on the already existing conceptual structure. Objective: To present the experiences socialized by authors who promote meaningful learning in medical education. Methods: The scientific method of content analysis was used, based on information available in the SciELO online electronic library and the Google Scholar search engine, taking into account the last ten years: January 2011 to December 2021. After applying the inclusion and exclusion criteria, 16 academic articles were selected and analyzed. Results: 56.25 percent used a qualitative design, while the used samples ranged from a minimum of 7 to a maximum of 246 students. Medicine was shown as the major that most studied meaningful learning. Problem-based learning in the intracurricular format was the most used methodology to develop it. The main reported limitations were related to the instrument and the sample. Conclusions: It is necessary to conduct research to study meaningful learning in health sciences students. In this way, contextualized results could be obtained to make comparisons that would contribute to clarify the different factors involved in the development of this theory (AU)

Construction of virtuality and reality combination teaching mode of molecular biology experiment based on constructivism / 中华医学教育探索杂志

Objective:Molecular biology experimental technology has become an important basic tool for exploring biology and medicine and other related disciplines. We aim to explore an effective molecular biology experimental teaching model which will definitely improve students' molecular biology experimental skills and autonomous learning ability.Methods:Guided by the theory of constructivism, with the molecular biology experimental course as the carrier, and with the basic requirements of constructing the basic molecular biology experimental technology of the system, a teaching platform was established to guide students to preview the experiment independently; the physical experimental projects were integrated and optimized and the virtual simulation experimental projects were increased, with virtuality and reality, to improve students' molecular biology experimental skills and autonomous learning ability.Results:An online teaching platform has been established, which effectively guides and improves the effect of students' preview experiments, and cultivates the ability of autonomous learning. Besides, the experimental teaching mode combining optimization of physical experimental projects and virtual simulation experimental projects significantly improved students' molecular biology experimental operation skills and problem-solving ability.Conclusion:A constructivism-based teaching mode of combining virtual and real molecular biology has been established, which is an effective way to improve students' molecular biology experimental skills and autonomous learning ability.

Exploring Methods of Constructing Harmonious Doctor-patient Relationship from the Perspective of Image Theory / 中国医学伦理学

The application of the image theory of psychology to the modern doctor-patient relationship offers a new perspective and method for alleviating tensions between doctors and patients. In the construction of a doctor-patient community, doctors and patients must empathize and build a consensus based on empathy. From the perspective of constructivism, it is recommended that patients actively complete the process of "meaning construction" of disease cognition through "collaboration" and "dialogue" with doctors, so as to achieve the goal of shared decision-making between doctors and patients. Constructing a harmonious doctor-patient relationship requires putting patients in the center to create patient persona, taking narrative medicine as a bridge to listen to doctor-patient stories, and using multimedia as a platform to medical knowledge.

Reflections on "Health" from the Perspective of Immunology / 中国医学伦理学

The philosophical debate on "health" was examined based on three situations in immunology: the role of the immune system in cancer, maternal infant inheritance, and xenotransplantation. The concepts of "health" depicted by naturalism, dispositionalism inherited from naturalism, and constructivism are difficult to be well applied in the above three situations. Examining whether there is something "go wrong" in the organism on physiological and natural levels, and whether the occurrence of "wrong-goings" can bring "good" results, and then giving value judgments based on them, is a better approach to characterize "health". Conducting value judgments means arousing the imagination and expectation: there is a tension between the expectation that "health can be restored" through medical intervention and the inevitable uncertainty of actual medical knowledge. If expectation failed, patients’ well-being would be undermined. Therefore, in the clinical application and research of cutting-edge methods such as immunotherapy, it is still required to be cautious about statements such as "restoring health" that may bring excessive expectations to patients.

Pedagogical principles of constructivist-oriented teaching practices in team sports / Princípios pedagógicos das práticas de ensino orientadas ao construtivismo nos jogos esportivos coletivos

ABSTRACT The present theoretical paper aimed to present pedagogical principles of constructivist-oriented teaching practices in team sports (TS). Specifically, the research sought to situate constructivism as a conceptual perspective to guide the teaching and learning in TS, presenting three general principles and fourteen adjacent principles, their definitions, and possible practical applications. General principles include: (1) facilitating the active construction of knowledge; (2) facilitating meaningful learning (personal relevance); and (3) facilitating social participation (cooperation). The pedagogical principles presented here constitute a matrix to guide empirical research on the teaching of TS in the context of professional training and practice in Physical Education and may aid in the TS's planning and intervention.

RESUMO O objetivo deste ensaio teórico foi apresentar princípios pedagógicos das práticas de ensino orientadas ao construtivismo nos Jogos Esportivos Coletivos (JEC). Especificamente, buscou-se situar o construtivismo enquanto perspectiva conceitual para orientar o processo de ensino e aprendizagem dos JEC, apresentando três princípios gerais e 14 princípios adjacentes, suas definições e possibilidades de aplicação prática. Os princípios gerais incluem: 1) facilitar a construção ativa do conhecimento; 2) facilitar a aprendizagem significativa (relevância pessoal); e 3) facilitar a participação (cooperação) social. Os princípios pedagógicos ora apresentados constituem uma matriz para orientar a investigação empírica sobre o ensino dos JEC no âmbito da formação e atuação profissional em Educação Física, assim como podem auxiliar no planejamento e intervenção nos JEC.

Militância enquanto convite ao diálogo: o caso da militância monodissidente / Activism as an invitation for the dialogue: the case of monodissident activism / La militancia como invitación al diálogo: el caso de la militancia monodisidente

Este artigo é uma produção teórica de caráter reflexivo que focaliza a relação entre pesquisa e militância a partir do construtivismo semiótico-cultural em psicologia, tendo como base o caso da militância monodissidente. A noção de monodissidência foi cunhada no percurso da militância bissexual para se referir a uma ferramenta analítica de ordem político-comunitária que contempla todas as pessoas que se atraem sexual e/ou romanticamente por mais de um gênero. São contrapostas concepções distintas de militância político-social em psicologia: de um lado, militância é entendida a partir de um autocentramento do militante, vinculado a uma rede de exclusões, negações, vedação e defesas psicológicas em relação à experiência; de outro, há uma compreensão dialógica de militância. Metodologicamente, a proposta de pesquisa se fundamenta no campo da participação observante, entendendo que o pesquisador está, primeiro, na condição de participante de certo campo sociocultural, a partir do qual passa a observar e refletir sobre fenômenos que ocorrem nele. Tomamos como ilustração a trajetória de construção da militância monodissidente do primeiro autor, trazendo tensionamentos dialógicos para a análise, postos em discussão com outras reflexões situadas sobre o tema. O conjunto de tensionamentos dialógicos emergidos nesse percurso foi mapeado e compreendido como um processo de multiplicação dialógica no encontro de self pesquisador com o self militante.(AU)

This paper is a theoretical production of reflective character that focuses on the relationship between research and activism from the semiotic-cultural constructivism in psychology, based on the case of monodissident activism. The notion of monodissent was coined during bisexual activism to refer to an analytical tool of a political-community order that includes all people who are sexually and/or romantically attracted to more than one gender. Different conceptions of political-social activism in psychology are opposed: on the one hand, activism is understood from the militant's self-centeredness, linked to a network of exclusions, denials, gatekeeping, and psychological defenses regarding experience; on the other hand, there is a dialogical understanding of activism. Methodologically, the research proposal is based on the field of observant participation, understanding that the researcher is, first, in the condition of a participant in a certain sociocultural field, from which he starts to observe and reflect on phenomena that occur there. We take as an illustration the trajectory of the construction of the monodissident activism of the first author, bringing dialogical tensions to the analysis, discussed with other reflections on the subject. The set of dialogic tensions that emerged in this path was mapped and understood as a process of dialogic multiplication in the encounter of the researcher self with the activist self.(AU)

Este artículo realiza una producción teórica y reflexiva sobre la relación entre investigación y activismo desde el constructivismo semiótico-cultural en Psicología, a partir del caso del activismo monodisidente. La noción de monodisidencia fue acuñada en el transcurso de la militancia bisexual para referirse a una herramienta analítica de orden político-comunitario que incluye a todas las personas que se sienten atraídas sexual y / o románticamente por más de un género. Se contraponen distintas concepciones de la militancia político-social en Psicología: por un lado, la militancia se entiende desde el egocentrismo del militante, vinculado a un entramado de exclusiones, negaciones, sellamientos y defensas psicológicas con relación a la experiencia; por otro, existe una comprensión dialógica de la militancia. La investigación utiliza como metodología la participación del observador, entendiendo que el investigador se encuentra, en primer lugar, en la condición de participante de determinado campo sociocultural, desde donde comienza a observar y reflexionar sobre los fenómenos que allí ocurren. Tomamos como ilustración la trayectoria de la construcción de la militancia monodisidente del primer autor, trayendo tensiones dialógicas al análisis, discutidas con otras reflexiones sobre el tema. El conjunto de tensiones dialógicas que surgieron en este camino se caracteriza y se comprende como un proceso de multiplicación dialógica en el encuentro del self investigador con el self militante.(AU)

La teoría del conflicto sociocognitivo del desarrollo: Una mirada retrospectiva a partir de investigaciones propias / The theory of socio-cognitive conflict of development: A retrospective approach from our own research

Resumen La teoría del conflicto sociocognitivo del desarrollo cognitivo emerge en la psicología europea en la década de los 70, sobre todo a partir de investigaciones de la llamada Escuela de Psicología Social de Ginebra, que alcanzó notable difusión en las décadas siguientes. Representa una postura neopiagetiana crítica que pone el acento en el papel determinante de la interacción sociocognitiva entre iguales (y más específicamente de la confrontación de puntos de vista distintos) en el desarrollo de la inteligencia. En este artículo se analiza la especificidad del constructo que perimitirá determinar con claridad los elementos teóricos que lo definen y analizar las confusiones y malos entendidos a que dio lugar la notable difusión del paradigma en la psicología y la educación. En una segunda parte se reportan diversas ilustraciones experimentales sobre la temática, fruto de la labor de un equipo compacto de investigadores del IRICE (CONICET). Se trata de una selección en torno a tres ejes de extensión del paradigma: el conflicto como promotor del desarrollo de la operacionalidad formal, el microanálisis de los tipos y modalidades de conflicto sociocognitivo, y el papel de este en el aprendizaje de conocimientos y el cambio conceptual. Estas ilustraciones son solo un ejemplo de la vitalidad que el paradigma generó en el seno de este equipo de trabajo, y marcan una evolución que también se registra en el contexto científico global. El artículo también hace referencia a estos aportes, aunque el acento se pone en las investigaciones propias, entendido como una muestra de construcción colaborativa.

Abstract The theory of socio-cognitive conflict emerges in European Psychology in the 1970s, particularly from the research of the social psychology school of Geneve, that had a strong diffusion in the following years. This theory represents a neo-piagetian critical view of Piaget's theory of cognitive development, in the sense that the attention is focused on the role of peer socio-cognitive interaction (specifically in the social confrontations of different points of view) enhancing cognitive growth. The value of the socio-cognitive conflict promoting cognitive development lies in the decentration effect that it produces. According to this view, disturbance resulting from socio-cognitive conflicts gives way to a superior state of equilibrium. The first part of the article focuses on the theoretical and methodological analysis of the concept. In that way, two periods are distinguished in the evolution of the paradigm attending the inclusion of the communicational analysis of the verbal exchange between subjects. Also, this analysis refers to many confusions and misunderstandings in the larger application of the paradigm to psychology and education. The aim of the second part is to present some experimental illustrations produced by the IRICE (CONICET) research team's work. These illustrations concern three conceptual axes: the application of the paradigm to the development of the formal-logical intelligence, the microanalysis of modalities and types of socio-cognitive conflict, and the extended application of the paradigm to the knowledge learning and conceptual change. The research reported in the first axis concerns the comparison of two experimental conditions: collaborative (dyads) and individual problem solving task (problems of Raven's test), in a sample of 12-13 year old students. The comparison concerns to the performances both in the experimental treatment and in the individual post-test of equivalent problems applied to all participants. Results show, in both cases, the superiority of the collective condition. The second axis focuses on some studies concerning the modalities and types of socio-cognitive conflicts. Particularly, a system of categories for the analysis of the social behavior of children of different ages (4, 8 and 12 years old) in a block construction task (to build a house) is reported. This system differentiates many kinds of interactional behavior: dissociation, dominance-submission (both lower social coordination), cooperation (implicit and explicit) and collaboration (these three are modalities of higher social coordination). The third axis examines some illustrations referring to the extension of paradigm to the epistemic learning. After some references to the difficulty of this extension to the educational settings, two studies are reported. The first one concerns an experimental comparison between a collaborative learning condition (dyads) and an individual learning condition in university students of Psychology and Physics. Also, two kinds of collaborative learning are considered, one that assures alternating of participation, the incentive of argumentation and the reciprocal evaluation (in other words, the promotion of the socio-cognitive conflict), and one that is carried out without any intervention (spontaneous collaborative learning). Results show the superiority of the promoting socio-cognitive conflict condition upon the others, both in a written production and in individual learning post-tests. In a second research the comparison is between three instructional modalities to teach an epistemic topic: expositive, participative (with teacher's scaffolding) and collaborative (only peers), in students of the first grade of secondary education (13 years old), in samples taken from two schools. Results for individual learning show that there are not great differences between the three modalities when the initial level (pre-test) of cognitive competence is high, but not if the cognitive level is low; here the collaborative condition (without scaffolding) has many difficulties. Finally, the article presents some general conclusions specifically concerning the socio-cognitive conflict.

El desarrollo de la noción de "mitad" en niños de dos comunidades shipibo-konibo de Ucayali / The development of the notion of "half" in children from two Ucayali's Shipibo-Konibo communities

Resumen La presente investigación tuvo como objetivo identificar y describir los niveles de desarrollo de la noción de "mitad" en un grupo de niños de dos comunidades indígenas pertenecientes al pueblo shipibo-konibo de la región Ucayali, en la Amazonía del Perú. Se trabajó con 14 estudiantes de edades entre 7 y 13 años, seis de ellos pertenecientes a la comunidad de Bethel y ocho a la comunidad de Bena Jema. Todos fueron evaluados utilizando el método clínico-crítico de Jean Piaget. Los estudiantes de la comunidad de Bethel fueron evaluados con una tarea centrada en cantidades discretas y los de la comunidad de Bena Jema, con la misma tarea y con otra centrada en cantidades continuas. Los desempeños de los participantes evidenciaron cuatro niveles de desarrollo en cada una de las tareas. Sus respuestas fueron consistentes con otras investigaciones que evaluaron la misma noción en contextos occidentales. Los resultados apoyan la universalidad en la construcción de la noción de "mitad", pero evidencian un retraso en la adquisición de los niveles por parte de los niños evaluados, si se toma como referencia los currículos nacionales. Se discuten los hallazgos resaltando la universalidad de las estructuras lógico-matemáticas y la necesidad de repensar el momento y la forma en que la noción de "mitad" aparece en el currículo.

Abstract This research aims to identify and describe developmental levels of the notion of "half" in a group of children from two Shipibo-Konibo native communities of the Ucayali region, in the Peruvian Amazon rainforest. Fourteen students aged between 7 and 16 participated, six from Bethel community and eight from Bena Jema community. The community of Bethel is located approximately 6 hours by river from the city of Pucallpa, while Bena Jema is located within Pucallpa's boundaries, in the Yarinacocha district. All participants were assessed using Jean Piaget's clinical-critical method, with two tasks. In the first task, focusing on discrete quantities: different sets of cards with the picture of a fish were presented sequentially, some with an even number of units and some with an odd number. Participants were asked to choose and present back half of each set. In the second task, focusing on continuous quantities: participants were asked to choose and present half of a single raw spaghetti, which they needed to break with their hands. If the resulting pieces were unequal, they were asked to break them again and redistribute the results. Students from Bena Jema community were assessed with both tasks, while students from Bethel community were assessed only with the discrete quantities task. The results showed four developmental levels in the discrete quantities task. In the first level, participants took any one of two parts of the set to be "half", without checking if they were equal or whether putting them back together reconstituted the original whole. In the second level, participants took any one of two equal parts to be "half", but were inconsistent and accepted the possibility of the parts being unequal. In the third level, participants only took any one of two equal parts to be "half" but had difficulties splitting odd-numbered sets, including sets with fewer elements than the even-numbered ones they had previously split correctly. In the fourth level, the task was solved successfully with both even-numbered and odd-numbered sets. For the continuous quantities task, three levels were found. In the first level, any one of two raw spaghetti pieces was taken to be "half", without checking their evenness. In the second level, participants took any two equal pieces of the raw spaghetti to be "half", but without checking whether putting them back together reconstituted the original whole, with no extra parts remaining. In the third level, participants took any one of two equal pieces to be "half", checking whether putting them back together reconstituted the original whole. These results are consistent with reports from previous research assessing the notion of "half" in Western contexts. Results support universality in the development of the notion of "half", but show a delay in the participants' level of acquisition, taking Peru's national curriculum as reference. This study is a contribution to the understanding of the development of the notion of "half" in indigenous children living in Amazonian native communities, and shows the relevance of the Piagetian clinical-critical interview in these sociocultural contexts. The implications of these findings are discussed in relation to the universality of logical-mathematical knowledge, as well as the need to rethink the timing and manner in which the notion of "half" appears in the curriculum.

Application of constructivism teaching theory combined with PBL teaching mode in the training of new nurses in department of gastroenterology / 中华医学教育探索杂志

Objective:To explore the role of constructivism teaching theory combined with problem-based learning (PBL) teaching mode in the training of new nurses in the department of gastroenterology.Methods:A total of 27 newly recruited nurses in the Department of Gastroenterology in West China Hospital of Sichuan University from August 2018 to August 2019 were selected as the control group, and traditional teaching was adopted. In addition, 24 newly recruited nurses from September 2019 to September 2020 were selected as the research group, using constructivism teaching theory combined with PBL teaching mode. After the training, the teaching effect was compared between the two groups through the assessment results and the training method scores. SPSS 19.0 was used for t test. Results:The research group's newly recruited nurses' theoretical evaluation scores [(95.08±5.61) vs. (91.63±5.27)] and practical skills operation evaluation scores [(94.30±7.22) vs. (87.13±6.84)] were both higher than those of the control group, and the difference was statistically significant ( P<0.05). Compared with the control group, the newly recruited nurses of the research group believed that the combination of constructivism teaching theory and PBL teaching could improve clinical thinking ability, analysis and problem-solving ability, and the degree of integration of theory and practice, mobilize the enthusiasm of autonomous learning, enhance autonomous learning ability, and improve communication ability, cultivate teamwork ability, stimulate interest in learning, improve work confidence and training satisfaction, with statistical significance ( P<0.05). Conclusion:The combination of constructivism teaching theory and PBL teaching mode is beneficial to the training of newly recruited nurses in the department of gastroenterology to independently construct a theoretical framework of knowledge, improve comprehensive ability, and make a useful exploration for the training of newly recruited nurses.

Identidad personal en niños y adolescentes: estudio cualitativo / Personal identity in children and adolescents: a qualitative study / Identidade pessoal em crianças e adolescentes: estudo qualitative

Resumen (analítico) La construcción de identidad personal es un proceso evolutivo. Escasas investigaciones estudian este proceso en la infancia. El objetivo de esta investigación es describir la construcción de identidad personal de niños y adolescentes entre 6 y 18 años, desde un enfoque constructivista evolutivo. Se realiza un análisis temático de narrativas autobiográficas escritas por 119 niños y adolescentes. Los resultados se organizaron en torno a tres dimensiones de la identidad personal: unidad de identidad, integración de identidad, integración con otros; observándose que desde la infancia hay un reconocimiento personal, luego se integran diferentes eventos vitales significativos y en la adolescencia se complejiza su construcción, incorporando mayor reflexión y aspectos ideológicos. Se discuten implicancias para favorecer un desarrollo adaptativo de la identidad en todas las edades, validando diversidad de opciones.

Abstract (analytical) Construction of personal identity is a developmental process. Few research investigates this process in children. The research objective is to describe the personal identity construction of children and adolescents between 6 and 18 years old, from a developmental constructivist approach. Thematic analysis of autobiographical narratives written by 119 children and adolescents is performed. Results were organized around the three personal identity dimensions: unity of self, integration of self and integration with others. Results show from childhood there is a personal recognition, then different significant life events are integrated, and in adolescense this construction becomes more complex, integrating more reflection and ideological aspects. Implications are discussed to promote an adaptive development of identity through lifespam, validating a diversity of options.

Resumo (analítico) A construção da identidade pessoal é um processo evolutivo. Poucas pesquisas investigam esse processo na infância. O objetivo desta pesquisa é descrever a construção da identidade pessoal de crianças e adolescentes entre 6 e 18 anos, a partir de uma abordagem construtivista evolutiva. É realizada uma análise temática das narrativas autobiográficas escritas por 119 crianças e adolescentes. Os resultados foram organizados em torno de três dimensões da identidade pessoal: unidade de identidade, integração de identidade, integração com os outros; e mostram que desde a infância há um reconhecimento pessoal, logo diversos acontecimentos significativos da vida são integrados, e na adolescência sua construção torna-se mais complexa, incorporando mais reflexão e aspectos ideológicos. As implicações para promover o desenvolvimento adaptativo da identidade em todas as idades são discutidas, validando a diversidade de opções.

Aprendizaje basado en problemas para la enseñanza de las ciencias naturales / Problem-based learning for the teaching of natural sciences

RESUMEN El objetivo del presente estudio está dirigido a analizar los presupuestos teóricos acerca del aprendizaje basado en problemas como metodología activa para la enseñanza de las ciencias naturales en la Educación Superior cubana. Se realizó una revisión bibliográfica en la que se consideraron artículos originales y de revisión publicados entre 2000 y 2020 a partir de los descriptores aprendizaje basado en problemas, aprendizaje por descubrimiento y construcción, aprendizaje basado en proyectos y en retos. La búsqueda fue realizada en las bases de datos SciELO y Google académico de abril a junio de 2020, en función del establecimiento de los presupuestos teóricos y metodológicos de una investigación desarrollada en el Departamento de Química de la Facultad de Ciencias Aplicadas perteneciente a la Universidad de Camagüey Ignacio Agramonte Loynaz. Se concluye que resulta pertinente asumir por parte del profesor esta metodología, ya que se concreta en una gestión docente enfocada en el aprendizaje centrado en el estudiante, por consiguiente, es necesario seguir investigando en esta temática y proceder al desarrollo y la aplicación de instrumentos que permitan evaluarla de modo fiable y eficaz.

ABSTRACT The objective of the actual research is to analyze the theoretical bases about problem-based learning as an active methodology for the teaching of natural sciences in Cuban Higher Education. With the descriptors learning based on problems, learning by discovery and construction, learning based on projects and challenges, a bibliographic review was carried out in which original and review articles published between 2000 and 2020 were considered. The search was carried out in the databases of SciELO and Google academic data from April to June 2020. It is concluded that it is pertinent to assume this methodology by the teacher, since it is specified in a teaching management focused on student-centered learning, therefore, it is necessary to continue investigating in this area and proceed to the development and application of instruments that allow them to be evaluated reliably and effectively.

Study on flipped classroom and formative assessment / 中华医学教育探索杂志

Teaching evaluation is an important part of the whole teaching process. In view of the shortcomings of the traditional final assessment, formative assessment has received wide attention from the education community with its characteristics of diverse assessing subjects, diverse assessment contents and diverse assessment tools. This paper introduces formative assessment into flipped classroom, and tries to construct formative assessment index system, which may provide the theoretical basis for the implementation of formative assessment in flipped classroom.

Guiding role of constructivism theory in the teaching of standardized residency training of radiation oncology / 中华医学教育探索杂志

According to the subject characteristics of radiation oncology, three teaching practices were carried out in the teaching of standardized residency training: teaching situation transformation under the guidance of constructivism theory, expanding teaching with points to areas, and organ system-centered medical classroom under the guidance of case analysis. At the same time, it combines the guidance of the residents' active exploration, integrated thinking and cooperative learning. Through the modulation of teaching and learning practices guided by constructivism, the residents' learning and understanding of radiation oncology knowledge and the integration and construction ability of "organ system-centered" medical knowledge are promoted, their active learning potential and innovative thinking ability are stimulated, and finally the teaching quality of this specialty is improved.

Beliefs about constructivist-oriented teaching practices: a study with elementary physical education teachers / Crenças sobre práticas de ensino orientadas ao construtivismo: um estudo com professores de educação física do ensino fundamental

ABSTRACT The aim was to identify the beliefs about teaching practices oriented to constructivism by Elementary Physical Education teachers of the Florianópolis Metropolitan Nucleus in Santa Catarina, Brazil. In this quantitative and descriptive study, 129 Elementary School Physical Education teachers answered a questionnaire to characterize the participants and a translated and adapted version of the Constructivist Teaching Practices Inventory in Elementary Physical Education - CTPI-EPE. Descriptive statistic and binary logistic regression analysis were used, with the aid of the open-source software "R", version 3.6.1. The results revealed that regardless of personal, academic, and professional characteristics, the Physical Education teachers investigated perceive their teaching often oriented towards constructivism. It stands out, teachers with a temporary job often have beliefs related to teaching practices oriented towards general constructivism; teachers who did not participate in courses on sports education have beliefs oriented to the development of social cooperation; and teachers with a temporary employment bond and with a non-degree graduate program had a greater chance of promoting students' personal relevance in their classes.

RESUMO O objetivo do estudo foi identificar as crenças sobre as práticas de ensino orientadas ao construtivismo dos professores de Educação Física do Ensino Fundamental, do Núcleo Metropolitano de Florianópolis, em Santa Catarina, Brasil. Neste estudo quantitativo e descritivo, 129 professores de Educação Física do Ensino Fundamental responderam a um questionário de caracterização dos participantes, e uma versão traduzida e adaptada do Constructivist Teaching Practices Inventory in Elementary Physical Education - CTPI-EPE. Empregaram-se recursos da estatística descritiva e a análise de regressão logística binária, com o auxílio do software de código aberto "R", versão 3.6.1. Os resultados revelaram que, independente das características pessoais, acadêmicas e profissionais, os professores de Educação Física investigados percebem o ensino frequentemente orientado ao construtivismo. Ressalta-se que os professores com vínculo empregatício temporário apresentam crenças relacionadas às práticas de ensino voltadas ao construtivismo geral; os que não participaram de cursos sobre o ensino dos esportes, crenças quanto ao desenvolvimento da cooperação social; e os com vínculo temporário e pós-graduação lato sensu apresentaram maiores chances de promover a relevância pessoal dos estudantes em aula.

Intervenção construtivista: saber geométrico, jogo e os possíveis e o necessário / Constructivist intervention: Geometric knowledge, games the possible and the necessary

Este trabalho tem por objetivo apresentar parte da pesquisa realizada entre os anos de 2013 a 2017 para a tese de doutorado em educação, apresentada ao Programa de Pós-graduação em Educação da Universidade Estadual de Maringá, cujo objetivo foi investigar os efeitos de uma intervenção pedagógica construtivista com jogos e construção de possíveis e do necessário em relação à aprendizagem de conteúdos escolares sobre noções espaciais. Para tanto, foi utilizado como principal referencial teórico os estudos de Piaget e Inhelder e Piaget. A pesquisa, apoiada no método clínico-crítico piagetiano, teve a seguinte configuração: antes e depois de um processo de intervenção pedagógica foram realizadas provas operatórias sobre noções espaciais, o possível e o necessário e conceitos espaciais. Além disso, realizamos, antes e depois do processo de intervenção, a aplicação de uma avaliação sobre conteúdos geométricos, mais especificamente atividades que envolviam as noções de Espaço e Forma. Resultados apontaram que o uso do jogo Katamino contribuiu para a construção de possíveis nas estratégias dos estudantes, bem como para a melhoria de seu desempenho em todas as provas realizadas após as intervenções. Concluímos que esses resultados estão relacionados à metodologia utilizada durante as intervenções pedagógicas, em especial, o uso do jogo de regras acompanhado de mediação pedagógica da professora-pesquisadora. Esses dados afirmam a importância do jogo de regras em um contexto educativo, como desencadeador de reflexão nos sujeitos, proporcionando construções significativas do ponto de vista cognitivo.

Current paper presents a section of the research work developed between 2013 and 2017 for a doctoral degree in Education at the Universidade Estadual de Maringá. It investigates the effects of a constructivism pedagogical intervention with games and the construction of the possible and the necessary with regard to the learning of spatial notions. Studies by Piaget and Inhelder and Piaget foregrounded the main theoretical references. The research, based on Piaget´s clinical and critical method, comprised the following design: operatory tests on spatial notions, the possible and the necessary, and spatial concepts were performed prior to and after pedagogical interventions. In addition, we perform before and after to the above question could be given, assessment on geometry, specifically activities on the notions of Space and Form, was performed. Results showed that the use of the game Katamino contributed towards the construction of the possible within the students´ strategies and improvement in all post-evaluation tests. Results are related to the methodology used during pedagogical interventions, especially, the use of games of rules plus teacher-researcher´s pedagogical mediation. Data underline the importance of games of rules within an educational context due to the fact that they trigger thoughts in the agents, providing significant constructions from the cognitive point of view.

Teoría fundamentada / Grounded theory

RESUMEN La teoría fundamentada es un método cualitativo que enfatiza la inducción o emergencia de información de los datos para establecer una teoría o modelo. Desde la descripción clásica de Strauss y Glaser, se reconocen desarrollos o escuelas y se discuten algunas de las particularidades y diferencias entre ellos. La teoría fundamentada es un método versátil, organizado y riguroso, cuya aplicación en salud incluye campos diversos como la salud pública, la clínica y la educación.

ABSTRACT Grounded theory is a qualitative method that emphasises the induction or emergence of information from data, in order to establish a theory or model. From the classic description by Strauss and Glaser, different developments or schools are recognised, and some of the peculiarities and differences among them are discussed. Grounded theory is a versatile, organised and rigorous method, the application of which in health includes diverse fields such as public health, clinics and education.

Identidad personal como organización cognoscente: examinando la relación entre constructivismo y cognitivismo postracionalista / Personal Identity as Knowing Organization: Examining the Relationship between Constructivism and Postrationalist Cognitivism

Resumen El enfoque postracionalista de Vittorio Guidano en psicología intenta superar la forma en que el objetivismo cartesiano concibe la relación entre sujeto y realidad dentro del paradigma cognitivo tradicional. Esta teoría debe buena parte de su concepto fundamental - la identidad personal como organización cognoscente - al constructivismo de Humberto Maturana. Sin embargo, a pesar de la estrecha conexión, la relación conceptual entre ambos enfoques se mantiene obscura. Este artículo examina en detalle la relación entre el postracionalismo de Vittorio Guidano y el constructivismo de Humberto Maturana en torno al análisis del concepto de identidad personal para así clarificar sus coincidencias y divergencias.

Abstract The Postrationalist theory in psychology emerges attempting to overcome the manner in which Cartesian objectivism conceptualizes the relationship between subject and reality within the traditional cognitive paradigm. This theory is in large part due to its most fundamental concept -personal identity as a knowing organization- by Humberto Maturana's Constructivism. In spite of the close connection, the conceptual relationship between these two approaches remains obscure. This article examines in detail the relationship between Vittorio Guidano's postrationalism and Humberto Maturana's constructivism -focusing on the concept of personal identity- in order to clarify coincidences and conceptual divergences.

Research Design to Make a Theoretical Contribution to the Importance of Understanding Research Paradigms / 医学教育

Employing a theoretical framework and making a theoretical contribution are recognized internationally as important elements in medical education research. The focus of this paper is on a fundamental stage of research design, such as identifying the research paradigm relevant to the researcher’s study philosophical assumptions, including ontology, epistemology and methodology. Paying attention to basic elements of research process (i.e., philosophical assumption ― research paradigm/theoretical perspective ― methodology ― methods), researchers can ensure consistency in research design and make not only practical but also theoretical contributions to existing knowledge.

Transferencia de aprendizajes desde el aula formal hacia la práctica clínica: una reflexión sobre la formación de fonoaudiólogos en Chile / Transferring learning from the formal classroom to the clinical practice: A reflection on the training of speech therapists in Chile

En el presente artículo se reflexiona sobre el proceso de transferencia de los aprendizajes desde el aula formal hacia la práctica clínica y sobre el desafío que implica esta tarea en la formación de fonoaudiólogos en instituciones de educación superior chilenas. Para ello, se inicia con un análisis sobre los tres niveles del sistema educacional actual en Chile, el macrosistema (modelo educativo general), mesosistema (modelo educativo asumido por cada una de las instituciones de educación superior) y microsistema (currículo adoptado por cada carrera universitaria), con el fin de entregar un marco referencial. Posteriormente, se describe el Modelo de Enseñanza para la Comprensión, se plantea evidencia de aplicación en instituciones de educación superior de Latinoamérica y se reflexiona sobre el aporte que significaría la implementación de este modelo para el proceso de transferencia de los aprendizajes. Por último, se plantean los alcances de esta propuesta y las posibles limitaciones en su ejecución.

In this paper, we present some reflections on the process of learning-transfer from formal classrooms to clinical practices, and the challenges involved for the training of speech therapist in Chilean higher-education institutions. We begin by analyzing the three levels of the current educational system in Chile: the macrosystem (general educational model), the mesosystem (educational models assumed by each higher -education institution), and microsystem (curricula adopted at universities), in order to provide a reference framework. Subsequently, we describe the Teaching Model for Understanding, we present evidence of application in institutions of higher education in Latin America and we reflect on the impact that the implementation of this model might have for the process of transfer of learning. Finally, we considerthe scope of the proposal and the possible limitations in its execution.

Designing an Organizational Culture Model in the Projects Environment: a Constructivist Approach / Diseño de un modelo de cultura organizacional en el ámbito de los proyectos: una aproximación constructivista

Abstract Specific behaviors and attitudes shown by people participating in an organization's projects have contributed to their success and have constituted a subculture (Kendra & Taplin, 2004; Morrison, Brown & Smit, 2006; Stare, 2012). The relationship between culture and project effectiveness has been studied by individualizing some cultural traits or by using constructs that need to be complemented (Stare, 2012). With the purpose of constructing a model that groups these cultural aspects, the present investigation took the constructivism as epistemological reference and used like method of application, the constructivist grounded theory. It was based on the literature review and the constrastation between the theory and the reality of the projects, through questionnaires and interviews with project leaders, team members and project stakeholders in 82 organizations located in Bogota, Colombia, belonging to different sectors of the industry. Patterns of attitudes and behaviors were determined and allowed to design a conceptual model of four dimensions: governance, learning, relationship between stakeholders and organizational integration. The dimensions group eight categories and thirty two cultural variables. The study extends the theory in organizational culture and in project management. At the practical level, it provides a framework that helps organizations identify the cultural aspects that need to be improved to achieve more successful projects. Future research can be oriented to statistically validate the model and establish its relationship with indicators of project effectiveness.

Resumen Comportamientos y actitudes específicos mostrados por personas que participan en los proyectos de una organización han contribuido a su éxito y han constituido una subcultura (Kendra & Taplin, 2004; Morrison, Brown, & Smit, 2006; Stare, 2012). La relación entre cultura y efectividad de los proyectos ha sido estudiada identificando algunos rasgos culturales o usando constructos que requiren ser complementados (Stare, 2012). Con el propósito de construir un modelo que agrupe estos aspectos culturales, la presente investigación tomó el constructivismo como referencia epistemológica y utilizó como método de aplicación, la teoría fundamentada constructivista. Se partió de la revisión de la literatura y la constrastación entre la teoría y la realidad de los proyectos, mediante cuestionarios y entrevistas a líderes de proyecto, integrantes de equipo y funcionarios relacionados con la gestión de los proyectos en 82 organizaciones ubicadas en Bogotá, Colombia, pertenecientes a diferentes sectores de la industria. Se determinaron patrones de actitudes y conductas que permitieron diseñar un modelo conceptual de cuatro dimensiones: gobernabilidad, aprendizaje, relacionamiento entre grupos de interés e integración organizacional. Las dimensiones agrupan ocho categorías y treinta y dos variables culturales. El estudio extiende la teoría en cultura organizacional y en gestión de proyectos. A nivel práctico, provee un marco de referencia que ayuda a las organizaciones a identificar los aspectos culturales que se deben mejorar para obtener proyectos más exitosos. Futuras investigaciones pueden orientarse a validar estadísticamente el modelo y establecer su relación con indicadores de efectividad de los proyectos.