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3.
Journal of the ASEAN Federation of Endocrine Societies ; : 5-2023.
Article in English | WPRIM | ID: wpr-1003673
4.
Psicol. ciênc. prof ; 43: e254599, 2023.
Article in English | LILACS, INDEXPSI | ID: biblio-1448941

ABSTRACT

Student protagonism is paramount in the knowledge construction process. In this paper, we discuss a didactic-pedagogical resource called licentîa hypomnema (LH), inspired in portfolios and learning diaries in which student-teachers record their understandings and reflections regarding pedagogical topics learned at University in a meta-learning process on learning about teaching. The initial context of the research was a Psychological Development and Teaching course, offered in the Teacher Education program at Universidade de Brasília (UnB). Two of the authors, then Literacy and Languages Teaching students, produced their LH and peer assessed each other during the course. In their annotations, the student-authors recorded two pedagogical situations related to the use of LH in their own teaching practices, causing an impact on their formative path. These materials consist of the data for analysis and discussion. Moreover, we discuss possible uses of reflexive writing in teacher education and other learning contexts. Producing a LH supports knowledge production and allows students to connect theory and practice, which consequently influences the student's teaching practice. Since LH is a didactic-pedagogical resource and not a close-ended tool, both the context and individuals who use it should be considered.(AU)


O protagonismo de estudantes tem grande importância no processo de construção do conhecimento. Neste artigo, discutimos um recurso didático-pedagógico chamado licentîa hypomnema (LH), inspirado em portfólios e diários de aprendizagem, isto é, estudantes de licenciatura escrevem suas compreensões e reflexões acerca de assuntos pedagógicos vistos na universidade em um processo de meta-aprendizagem sobre aprender a ensinar. O contexto inicial da pesquisa foi um curso de Desenvolvimento Psicológico e Ensino, ministrado em cursos de Licenciatura da Universidade de Brasília (UnB). Duas das autoras eram estudantes do curso de Letras, elas produziram seus LH, realizando avaliação por pares entre si durante o curso. As estudantes-autoras trouxeram em seus registros duas situações pedagógicas relacionadas ao uso desse recurso em suas próprias práticas de ensino que causaram um impacto em suas trajetórias formativas. São esses relatos que compõem os dados para análise e discussão. Além disso, procuramos discutir possíveis desdobramentos para o uso do recurso da escrita reflexiva na formação docente e em outros contextos de aprendizagem. A produção do LH fornece suporte para a produção de conhecimento e permite ao aluno conectar teoria e prática, o que, consequentemente, reverbera na prática de ensino do aluno. O LH é um recurso didático-pedagógico e não uma ferramenta fechada, portanto, tanto o contexto quanto as pessoas que o utilizam devem ser considerados.(AU)


El protagonismo de los estudiantes tiene gran importancia en el proceso de construcción del conocimiento. En este trabajo, discutimos un recurso didáctico-pedagógico llamado licentîa hypomnema (LH), que se inspira en diarios de aprendizaje, es decir, estudiantes de profesorado escriben sus comprensiones y reflexiones sobre temas pedagógicos aprendidos en la universidad, produciendo un proceso de meta-aprendizaje sobre aprender a enseñar. El contexto inicial de la investigación fue un curso de Desarrollo Psicológico y Enseñanza, impartido en el programa de Formación de Profesores de la Universidade de Brasília (UnB). Dos de las autoras eran alumnas de la carrera de Letras que produjeron sus LH y realizaron una evaluación por pares mutua durante el curso. Las estudiantes autoras plantearon en su LH dos situaciones pedagógicas relacionadas con el uso de este recurso en sus propias prácticas de enseñanza, causando un impacto en su trayectoria formativa. Estos materiales constituyen los datos para el análisis y la discusión en esta investigación. Buscamos discutir posibles desdoblamientos para el uso del recurso de la escritura reflexiva en la formación docente y en otros contextos de aprendizaje. La producción de este recurso da soporte a la producción de conocimiento y permite al estudiante conectar teoría y práctica, lo que consecuentemente repercute en su práctica docente. El LH es un recurso didáctico-pedagógico y no una herramienta cerrada, por lo tanto, se debe considerar tanto el contexto como las personas que lo utilizan.(AU)


Subject(s)
Humans , Male , Female , Diary , Faculty , Handwriting , Organizational Objectives , Aptitude , Psychology , Psychology, Educational , Psychology, Social , Reading , Remedial Teaching , Association , Self Care , Social Change , Social Responsibility , Social Sciences , Speech , Awareness , Thinking , Writing , Activities of Daily Living , Power, Psychological , Mental Competency , Models, Educational , Cognition , Problem-Based Learning , Conditioning, Psychological , Neurobehavioral Manifestations , Behavioral Disciplines and Activities , Creativity , Cultural Evolution , Culture , Personal Autonomy , Decision Making , Interdisciplinary Communication , Comprehension , Educational Measurement , Educational Status , Abstracting and Indexing , Methodology as a Subject , Planning , Existentialism , Knowledge Discovery , Teach-Back Communication , Mindfulness , Mentoring , Self-Directed Learning as Topic , Memory and Learning Tests , Self-Management , Freedom , Self-Testing , Social Interaction , Individuality , Inservice Training , Intelligence , Knowledge of Results, Psychological , Language Arts , Leadership , Learning Disabilities , Life Change Events , Memory , Mental Processes
5.
Braz. j. oral sci ; 21: e226351, jan.-dez. 2022. ilus
Article in English | LILACS, BBO | ID: biblio-1355010

ABSTRACT

Aim: This study aimed to assess the reporting characteristics of systematic review abstracts published in the proceedings of the Sociedade Brasileira de Pesquisa Odontológica (SBPqO) meeting. Methods: We selected abstracts published in the SBPqO meeting proceedings of 2019 and 2020, mentioning that a systematic review was conducted in the title, objective or methods sections. One researcher performed the screening and the data extraction after a pilot test training. The following data were extracted: affiliation of the primary author, dental specialization, the term "systematic review" mentioned in the title, reporting of the objective, reporting of eligibility criteria, reporting of information sources, reporting of the number of included studies and if a meta-analysis was performed. A descriptive analysis of the data was performed with data summarized as frequencies. Results: We included 235 abstracts. A total of 20 studies were from the Universidade de Uberlândia (8.5%), and the main specialization was Restorative and Esthetic Dentistry, with 47 studies (20%). Most of the studies mentioned the term "systematic review" in the title (n=219; 93.2%) and reported the objective (n=231; 98.3%). A great majority of studies did not report the eligibility criteria (n=97; 41.3%) or it was classified as unclear (n=96; 40.8%). The great majority of studies only reported the databases searched (n=103; 43.8%) or databases and date of search (n=74; 31.5%). Most of the studies reported the number of included studies (n=204; 86.8%). Conclusion: Based on this study, the reporting characteristics of systematic review abstracts published in the proceedings of the SBPqO meeting are satisfactory. However, there is room for improvement


Subject(s)
Congresses as Topic , Dental Research/statistics & numerical data , Abstracting and Indexing , Research Report , Systematic Reviews as Topic
7.
E-Cienc. inf ; 12(1)jun. 2022.
Article in Spanish | LILACS, SaludCR | ID: biblio-1384767

ABSTRACT

Resumen Objetivo: identificar el grado de integración de características de calidad inherentes a las revistas digitales para valorar la forma en cómo están aprovechando las actuales herramientas que facilitan el acceso y uso de información científica. Metodología: se seleccionan las ocho características digitales de la metodología del Catálogo 2.0 de Latindex y se comprueba su presencia en los sitios web institucionales de 195 revistas académicas editadas en México. Resultados: Las características que presentan menor ocurrencia son los servicios de interactividad con las personas lectoras, el uso de más de un formato de edición para la consulta de los textos completos, así como el establecimiento de políticas de preservación digital, todas ellas con menos del 50% de cumplimiento. Del grupo estudiado, 127 revistas (65%) integraron entre cinco y ocho características en sus sitios web. Conclusiones: Se percibe que las revistas del estudio cumplen de manera diferente en la integración de los criterios de calidad digital; asimismo, se hace evidente que la mayoría no aprovechan a cabalidad las herramientas y servicios digitales disponibles en el gestor OJS, el cual es utilizado por casi la totalidad de las revistas analizadas. Se evidencia que aún hay trabajo por realizar para fomentar la integración de un mayor número de herramientas digitales, particularmente en las revistas que integran un mínimo de ellas y que sin embargo son denominadas digitales a la par de aquellas que presentan una mayor adaptación digital.


Abstract Objective: to identify the degree of integration of quality characteristics inherent to digital journals in order to assess how they are taking advantage of the current tools that facilitate the access and use of scientific information. Methodology: Eight digital characteristics of the Latindex Catalog 2.0 methodology were selected and their presence was verified in the institutional websites of 195 journals edited in Mexico. Results: Characteristics with a lesser degree of presence are: interactivity services with readers, use of more than one editing format for full text consultation, as well as the establishing of digital preservation policies, all of them with a compliance of less than 50%. Of the studied group, 127 journals (65%) integrated between five and eight characteristics on their websites. Conclusions: The integration of the eight quality criteria inherent to digital journals is differentially met by the studied publications. Likewise, it became clear that the digital tools and services available in the OJS manager are not being fully exploited by most of the analyzed journals. One of the most important findings is that there is necessary to promote the integration of a greater number of the characteristics specific to digital journals, particularly in those that remain in a very basic level and that nevertheless are referred as digital on par with other journals that have a higher digital adaptation.


Subject(s)
Editorial Policies , Abstracting and Indexing , Periodical , Analog-Digital Conversion , Mexico
9.
Hepatología ; 3(1): 11-12, 2022.
Article in Spanish | LILACS, COLNAL | ID: biblio-1396144

ABSTRACT

Iniciando el tercer año de vida de la revista Hepatología, hemos logrado con el esfuerzo de todos continuar mejorando la calidad y la visibilidad de la revista. Es por esto que ya todos los artículos cuentan con su respectivo DOI (Digital Object Identifier), y a partir de este número se incluyen los ORCID (Open Researcher and Contributor ID) de los autores. Los DOI son números que identifican cada artículo y permiten ubicarlo en una página web a través de su enlace. Por su parte, los ORCID son números que identifican a los autores de los artículos, facilitando que su trabajo sea atribuido de forma permanente, validando y confirmando su autoría; hasta el momento más de 7.000 publicaciones científicas solicitan el identificador ORCID de los autores que someten sus artículos.


Beginning the third year of life of the Hepatology journal, we have managed to continue improving the quality and visibility of the journal with the efforts of all of us. This is why all the articles already have their respective DOI (Digital Object Identifier), and from this number the ORCID (Open Researcher and Contributor ID) of the authors are included. DOIs are numbers that identify each article and allow it to be located on a web page through its link. For their part, the ORCIDs are numbers that identify the authors of the articles, making it easier for their work to be permanently attributed, validating and confirming their authorship; To date, more than 7,000 scientific publications request the ORCID identifier of the authors who submit their articles.


Subject(s)
Humans , Research Personnel , Achievement , Abstracting and Indexing
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