Exemplos de uso de Problem-situations em Inglês e suas traduções para o Português
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After the workshops four problem-situations were presented for each child separately.
Develops and applies the Support of Identification and Confrontation of Problem-Situations.
Something that will suggest aspects beyond the merely technical… problem-situations… like, if you're faced with a given situation, how would you solve it?
The experience points are acquired through tests of skill undertaken for resolving problem-situations.
These skills will be utilized for resolving the problem-situations experienced in each scenario.
Games and problem-situations can be used to challenge and stimulate students, being considered useful resources for a meaningful learning.
Subsequently, the themes and skills were defined which would make up the problem-situations of each scenario.
During the preparation,the masters internalized the problem-situations of the game and its rules and discussed better strategies for guiding the situations and the game.
In a first moment,the teacher while mediator is inthe contingency of propose to the students problem-situations to be worked.
The subjects for discussion were brought up on the basis of the problem-situations of the game, presented through dramatization, reading and video projection.
The students' performance was accomplished through their active participation andmotivation in solving the problem-situations, in class debates.
And the specific objectives were to investigate the effects of pbo¿s technique in problem-situations located in adaptive sectors and verify the efficiency of the pbo in situations of adaptive crisis.
The recommendation was made spontaneously by group consensus, considering the technical-scientific knowledge, abilities andattitudes towards routine situations and problem-situations.
This was also indicated in the testimonials of the participants when they took positions in relation to the problem-situations proposed, and in their reactions to colleagues' responses.
This group of reflections on problem-situations, object, hypothetical reasoning/hypothesis becomes the first draft of the explanatory model, and the thing that compels the researcher to confront it with the reality.
The theoretical Modules, the focus of this work, use the Problem-Based Learning PBL,which triggers learning with the Problem-Situations PS, discussed in Tutorial Sessions TS.
For a better understanding and interpretation of the problem-situations, a brief history on functions education was made in addition to the discussion on the effects of rain, with a critical view of environmental issues.
On the first day of class, prior to the first session of the game,a meeting is held with the masters in order to present and discuss with them the problem-situations, the rules, and the game's dynamics.
It was defined that, in order to experience these main scenarios,the students would experience- metaphorically- problem-situations corresponding to four contexts of the nurse's professional practice: primary care, hospital care, management and education-research.
Methodological development on the proposed activity is based on the tower of hanói game to introduce the exponential function intuitive notion, by exploring the legend behind the game, presenting the theory about, proposing opened andclosed problems and problem-situations.
Negro As well as the spaces represented in the game, the teenagers also considered the subjects and the problem-situations to be stimulating, and convergent with their experiences in daily life.
The proposal was drawn up using the pmtu steps in which, at first the survey of students' prior knowledge about the theme vectors was performed through the collective construction of a conceptual map andthen the content of vectors was presented more generally through problem-situations.
In the"Order of Ores", for the training process,it is necessary for the apprentices to pass through problem-situations in the Houses of the Helpers, the Supporters, the Repairers, and the Instructors.
In proposing the metaphorical experience of problem-situations which belong to the professional routine of the nurse, the game makes it possible for students to test, simulate and re-create imaginary scenarios, promoting the development of autonomy and of critical-reflexive thinking in relation to the training and the future professional practice.
The creation of the RPG game, used as a pedagogical strategy,aims to promote among undergraduate students of Nursing the metaphorical experience of problem-situations which correspond to the main scenarios of professional activity.
The progressive levels of complexity anddepth of the subjects dealt with in the problem-situations of each space of the game- Home, School, Street, Clubs and Internet- were also indicated by the teenagers as a source or greater or lesser interest depending on the level of distance or proximity in relation to their own living experiences in the various social spaces.
The results confirm the potentiality of the contents raised, for dealing with the complexity of reality from the point of view of gender;and the subjects and problem-situations are indicated as mobilizing factors for participation in the game.
Through work in groups, and with the use of researches and dynamic activities,the student was challenged to solve problem-situations in a sequential process of evolution, in order to develop feelings of solidarity, cooperation, and reciprocity, and to reach both maturing of thinking(until he could reache reflexive thought), and moral until he could reach his autonomous phase.
The course is offered entirely in the format of the RPG game, being run in a total of six sessions of rounds,each one lasting 120 minutes for experiencing the problem-situations in each one of the four contexts addressed in the game- primary care, hospital care, management and education.
For this, the construction of the learning Modules and the formulation of the Problem-Situations must be consistent with the reality that the professional will find in their clinical practice, considering that, throughout the process, the student uses his life knowledges, seeks new information and integrate them, thus, assuming an increasingly critical stance in real situations.