Reflective web-portfolio and the development of skills related to learning to learn and learning to do.
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| Title: | Reflective web-portfolio and the development of skills related to learning to learn and learning to do. |
|---|---|
| Alternate Title: | Web-portafolio reflexivo y el desarrollo de las competencias relacionadas al aprender a aprender y al aprender a hacer. Web-portfólio reflexivo e o desenvolvimento das competências relacionadas ao aprender a aprender e aprender a fazer. |
| Authors: | Molica, Vitória Karoline Rodrigues1 vitoria.molica@ufv.br, Ferreira, Emily de Souza2 emily.s.ferreira@ufv.br, Cotta, Rosangela Minardi Mitre2 rmmitre@ufv.br |
| Source: | Interface - Comunicação, Saúde, Educação. 2025, Vol. 29, p1-19. 19p. |
| Subject Terms: | *Teaching methods, *Critical thinking, *Focus groups, *Qualitative research, *Learning, Electronic portfolios |
| Abstract (English): | This study analyzes the use of the Web Reflective Portfolio (WRP) as a teaching-learning method in developing the skills of ‘learning to learn’ and ‘learning to do’. It is a qualitative study, employing focus group and document analysis, conducted with students of the Health Policies discipline (2021–2023). The WRP construction process proved relevant to learning, fostering lifelong self-training, adaptation to new knowledge, and acquisition of strategies to overcome difficulties. In addition to promoting skills related to ‘learning to learn’ and ‘learning to do’, the WRP emerged as an active method that goes beyond the mere organization of materials selected by students, encouraging critical and reflective thinking. [ABSTRACT FROM AUTHOR] |
| Abstract (Spanish): | Este estudio analiza la utilización del Web-Portafolio Reflexivo (WPR) como método de enseñanza y aprendizaje en el desarrollo de las competencias de "aprender a aprender" y "aprender a hacer". Se trata de una investigación cualitativa con grupo focal y análisis documental, realizada con estudiantes de la asignatura de Políticas de Salud (2021–2023). El proceso de construcción del WPR mostró ser relevante para el aprendizaje, promoviendo autoformación permanente, adaptación a nuevos conocimientos y adquisición de mecanismos para enfrentar dificultades. Además de incentivar competencias vinculadas al "aprender a aprender" y al "aprender a hacer", el WPR reveló ser un método activo que transciende la simple organización de materiales seleccionados por los estudiantes, favoreciendo el pensamiento crítico y reflexivo. [ABSTRACT FROM AUTHOR] |
| Abstract (Portuguese): | Este estudo analisa a utilização do Web-Portfólio Reflexivo (WPR) como método de ensino e aprendizagem no desenvolvimento das competências de "aprender a aprender" e "aprender a fazer". Trata-se de pesquisa qualitativa, com grupo focal e análise documental, realizada com estudantes da disciplina Políticas de Saúde (2021–2023). O processo de construção do WPR mostrou-se relevante para a aprendizagem, promovendo autoformação permanente, adaptação a novos conhecimentos e aquisição de mecanismos para enfrentar dificuldades. Além de estimular competências ligadas ao "aprender a aprender" e ao "aprender a fazer", o WPR revelou-se um método ativo que transcende a simples organização de materiais selecionados pelos estudantes, favorecendo o pensamento crítico e reflexivo. [ABSTRACT FROM AUTHOR] |
| Copyright of Interface - Comunicação, Saúde, Educação is the property of Fundacao UNI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
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| Header | DbId: ehh DbLabel: Education Research Complete An: 192424492 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
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| Items | – Name: Title Label: Title Group: Ti Data: Reflective web-portfolio and the development of skills related to learning to learn and learning to do. – Name: TitleAlt Label: Alternate Title Group: TiAlt Data: Web-portafolio reflexivo y el desarrollo de las competencias relacionadas al aprender a aprender y al aprender a hacer.<br />Web-portfólio reflexivo e o desenvolvimento das competências relacionadas ao aprender a aprender e aprender a fazer. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Molica%2C+Vitória+Karoline+Rodrigues%22">Molica, Vitória Karoline Rodrigues</searchLink><relatesTo>1</relatesTo><i> vitoria.molica@ufv.br</i><br /><searchLink fieldCode="AR" term="%22Ferreira%2C+Emily+de+Souza%22">Ferreira, Emily de Souza</searchLink><relatesTo>2</relatesTo><i> emily.s.ferreira@ufv.br</i><br /><searchLink fieldCode="AR" term="%22Cotta%2C+Rosangela+Minardi+Mitre%22">Cotta, Rosangela Minardi Mitre</searchLink><relatesTo>2</relatesTo><i> rmmitre@ufv.br</i> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Interface+-+Comunicação%2C+Saúde%2C+Educação%22">Interface - Comunicação, Saúde, Educação</searchLink>. 2025, Vol. 29, p1-19. 19p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Teaching+methods%22">Teaching methods</searchLink><br />*<searchLink fieldCode="DE" term="%22Critical+thinking%22">Critical thinking</searchLink><br />*<searchLink fieldCode="DE" term="%22Focus+groups%22">Focus groups</searchLink><br />*<searchLink fieldCode="DE" term="%22Qualitative+research%22">Qualitative research</searchLink><br />*<searchLink fieldCode="DE" term="%22Learning%22">Learning</searchLink><br /><searchLink fieldCode="DE" term="%22Electronic+portfolios%22">Electronic portfolios</searchLink> – Name: Abstract Label: Abstract (English) Group: Ab Data: This study analyzes the use of the Web Reflective Portfolio (WRP) as a teaching-learning method in developing the skills of ‘learning to learn’ and ‘learning to do’. It is a qualitative study, employing focus group and document analysis, conducted with students of the Health Policies discipline (2021–2023). The WRP construction process proved relevant to learning, fostering lifelong self-training, adaptation to new knowledge, and acquisition of strategies to overcome difficulties. In addition to promoting skills related to ‘learning to learn’ and ‘learning to do’, the WRP emerged as an active method that goes beyond the mere organization of materials selected by students, encouraging critical and reflective thinking. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Spanish) Group: Ab Data: Este estudio analiza la utilización del Web-Portafolio Reflexivo (WPR) como método de enseñanza y aprendizaje en el desarrollo de las competencias de "aprender a aprender" y "aprender a hacer". Se trata de una investigación cualitativa con grupo focal y análisis documental, realizada con estudiantes de la asignatura de Políticas de Salud (2021–2023). El proceso de construcción del WPR mostró ser relevante para el aprendizaje, promoviendo autoformación permanente, adaptación a nuevos conocimientos y adquisición de mecanismos para enfrentar dificultades. Además de incentivar competencias vinculadas al "aprender a aprender" y al "aprender a hacer", el WPR reveló ser un método activo que transciende la simple organización de materiales seleccionados por los estudiantes, favoreciendo el pensamiento crítico y reflexivo. [ABSTRACT FROM AUTHOR] – Name: Abstract Label: Abstract (Portuguese) Group: Ab Data: Este estudo analisa a utilização do Web-Portfólio Reflexivo (WPR) como método de ensino e aprendizagem no desenvolvimento das competências de "aprender a aprender" e "aprender a fazer". Trata-se de pesquisa qualitativa, com grupo focal e análise documental, realizada com estudantes da disciplina Políticas de Saúde (2021–2023). O processo de construção do WPR mostrou-se relevante para a aprendizagem, promovendo autoformação permanente, adaptação a novos conhecimentos e aquisição de mecanismos para enfrentar dificuldades. Além de estimular competências ligadas ao "aprender a aprender" e ao "aprender a fazer", o WPR revelou-se um método ativo que transcende a simples organização de materiais selecionados pelos estudantes, favorecendo o pensamento crítico e reflexivo. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Interface - Comunicação, Saúde, Educação is the property of Fundacao UNI and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
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| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1590/interface.25064 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 19 StartPage: 1 Subjects: – SubjectFull: Teaching methods Type: general – SubjectFull: Critical thinking Type: general – SubjectFull: Focus groups Type: general – SubjectFull: Qualitative research Type: general – SubjectFull: Learning Type: general – SubjectFull: Electronic portfolios Type: general Titles: – TitleFull: Reflective web-portfolio and the development of skills related to learning to learn and learning to do. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Molica, Vitória Karoline Rodrigues – PersonEntity: Name: NameFull: Ferreira, Emily de Souza – PersonEntity: Name: NameFull: Cotta, Rosangela Minardi Mitre IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 14143283 Numbering: – Type: volume Value: 29 Titles: – TitleFull: Interface - Comunicação, Saúde, Educação Type: main |
| ResultId | 1 |
