Análise da aplicação de metodologias ativas de ensino no curso de engenharia de produção da UTFPR - Campus Londrina
Since the Industrial Revolution the world has experienced rapid evolutions and changes in the forms of labour that have a direct impact on the social, economic and educational spheres. This context is being shaped to this day, driven mainly by Information and Communication Technologies (ICTs). This...
| Autor principal: | Romeral, Pedro Antonio de Albuquerque Felizola |
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| Formato: | Trabalho de Conclusão de Curso (Graduação) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2020
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| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/12287 |
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| Resumo: |
Since the Industrial Revolution the world has experienced rapid evolutions and changes in the forms of labour that have a direct impact on the social, economic and educational spheres. This context is being shaped to this day, driven mainly by Information and Communication Technologies (ICTs). This interferes directly in the educational scenario: on the one hand, the industry is updated with the new technologies and information available; on the other, educational institutions need to be adapted to meet these needs. Therefore, it is necessary for the teacher to update its didactic perception to include these new tools in the teaching-learning process, seeking to bring an active and critical participation of the student in the activities proposed to stimulate logical reasoning and good relation between theory and practice. In addition, educational institutions need to adapt to the demands in the labor market to prepare their students in a satisfactory way as to the activities they will carry out. In this context, an alternative to the didactic updating of teachers is the Active Teaching Methodologies, which are methods based mostly on ICTs that bring a new conception to the classroom, stimulating student participation throughout the whole process of construction of knowledge. In this research it was opted for the application of three of these methodologies: Flipped Classroom, which consists in guiding the students to study previously the contents at home, through materials previously disclosed, to stimulate the exercises in the classroom; Problem-Based Learning, which consists in bringing a problem to be discussed with the whole class, stimulating students to seek solutions to the given scenario in order to build and understand theories; and Multiple Representations, which seeks to demonstrate the same concept by varied means, stimulating the different senses. The methodology adopted is Research-Action, with qualitative-quantitative basis, whose instrument of data collection is the questionnaire, with open and closed questions, to measure the knowledge acquired and the students' satisfaction regarding the didactics adopted. For this, three teaching modules were developed, one for each active methodology chosen. Regarding the results obtained,
evaluating the relationship between theory and practice, 90% of the students affirmed to do this relation through the Flipped Classroom, 100% for Problem Based Learning and 50% through Multiple Representations. Observing the attractiveness of the methodology, 50% of the students were "very satisfied" and 50% "satisfied" with the Flipped Classroom, 100% with Problem Based Learning and 91% considered as excellent by the Multiple Representations. As to the specific knowledge acquired, the results were positive, with work and activities presented of high quality, effecting the contribution of the Active Methodologies for the improvement of pedagogical practices. |
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