Resumo

CALLEGARO, Aline Marian  e  ROCHA, Karla Marques da. Didactic-methodological organization of Human Anatomy and Physiology classes: students' behavior and perception. Educ. Rev. [online]. 2016, n.59, pp.251-262. ISSN 1984-0411.  https://doi.org/10.1590/0104-4060.42422.

This paper presents the results of a quantitative research, a kind of action research which analyzed the students' behavior and perceptions about the didactic-methodological organization, through problem-solving didactic moments implemented in three classes of the Human Anatomy and Physiology Discipline of a Technical Course in Nursing in Santa Maria, Rio Grande do Sul, Brazil. The researchers planned three classes with the following topics: endocrine, cutaneous and nervous systems, based on the didactic-methodological organization, through problem-solving didactic moments. The lessons were implemented in a class of Module I of the Technical Course in Nursing that consists of eight students. The data collecting was performed through a logbook to record the observed students' behavior in each class and a questionnaire with closed and open questions to identify the students' perceptions and their suggestions about the didactic-methodological organization through the problem-solving moments. Among the main results, there is the majority of students' perception that considered the didactic-methodological organization good and/or very good as well as its constituent moments (initial challenge, the best school solution at the time, broader challenges and extra classroom tasks). Some students still have passive behavior on the teaching-learning process. Thus, there is still a need for cultural changes studied in this context, especially starting by teachers' actions.

Palavras-chave : didactic-methodological organization; problem-solving didactic moments; Human Anatomy and Physiology Discipline; Technical Course in Nursing..

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