Eficácia da aprendizagem integrada, aprendizagem baseada em problemas e modelos de aprendizagem direta em HOTS no badminton
DOI:
https://doi.org/10.47197/retos.v68.109207Palavras-chave:
aprendizagem integrada, aprendizagem baseada em problemas, instrução direta, HOTS, badmintonResumo
Introdução: As competências de Pensamento de Ordem Superior (HOTS) são essenciais para os estudantes do ensino superior, preparando-os para o ingresso no mercado de trabalho. Por isso, é importante que todos os estudantes dominem as HOTS, incluindo os estudantes de educação física da Universidade de Negeri Padang.
Objectivo: O objectivo deste estudo foi examinar a eficácia dos modelos de aprendizagem integrados e baseados em problemas, e da instrução directa, no desenvolvimento das HOTS dos alunos.
Metodologia: Este estudo utilizou um desenho de grupo de controlo pré-teste-pós-teste. A técnica de amostragem utilizada foi a amostragem intencional, resultando em 62 alunos. Este estudo utilizou o instrumento HOTS, composto por 15 questões. A análise dos dados foi realizada através do teste t para amostras emparelhadas e da ANOVA. Resultados: Os resultados da análise dos dados do pré-teste e do pós-teste através do teste t para amostras emparelhadas mostraram que os três modelos de aprendizagem apresentaram um valor de p < 0,05 (hipótese aceite) e, com base no teste ANOVA (que testa a eficácia do modelo de aprendizagem), obteve-se um valor de p > 0,05 (hipótese rejeitada).
Discussão: Embora o modelo de aprendizagem integrada e a aprendizagem baseada em problemas orientem explicitamente os alunos para a análise e resolução de problemas, um modelo de instrução direta bem planeado também pode desenvolver o HOTS dos alunos, tal como os modelos de aprendizagem integrada e baseada em problemas.
Conclusões: Os modelos de aprendizagem integrada, aprendizagem baseada em problemas e instrução direta proporcionam melhorias significativas no HOTS dos alunos, mas as melhorias entre os três modelos não são significativamente diferentes.
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