Aplicação da metodologia ativa peer instruction no curso de engenharia de produção da UTFPR
When autonomy is made possible in the classroom environment there is a positive effect on the different learning rhythms of each student. In order to elaborate this autonomy some teachers can use the incentive of active methodologies. In this method teacher is an advisor, an enabler; the student, on...
| Autor principal: | Dantas, Mariana Blanco Perez |
|---|---|
| Formato: | Trabalho de Conclusão de Curso (Graduação) |
| Idioma: | Português |
| Publicado em: |
Universidade Tecnológica Federal do Paraná
2023
|
| Assuntos: | |
| Acesso em linha: |
http://repositorio.utfpr.edu.br/jspui/handle/1/30551 |
| Tags: |
Adicionar Tag
Sem tags, seja o primeiro a adicionar uma tag!
|
| Resumo: |
When autonomy is made possible in the classroom environment there is a positive effect on the different learning rhythms of each student. In order to elaborate this autonomy some teachers can use the incentive of active methodologies. In this method teacher is an advisor, an enabler; the student, on the other hand, is the one who decides for himself with his self-determination, reflects on his decisions and goes in search of the achievement of his goals. In this way they are able to analyze situations and bring solutions, problematizing to re-signify the information, which is a way of being actively involved and a way of being agreeable to their own development and training process. Peer Instruction, all out of the possibilities of existing active methodologies, it is the main topic in this study; it is a type of active learning that results in students' deep learning from a concept test - which reason is to check the students' domain of understanding. To make it happen, the students discuss in pairs, once they are instruments that stimulate deep learning. Through the concept test, students are able to organize their ideas, explain what they think and connect their previous concepts with what they now hear from their peers as they discuss. From this perspective, this work proposes a didactic model for the Human Behavior subject, that takes place in the Industrial Engineering course at UTFPR - Campus Londrina, providing guidance on class planning, application stages and evaluation processes, which will serve as parameters for understanding applicability of this active learning method. From the results obtained based on action research, 69.6% of correct answers were obtained during the application before the students got together in pairs and 79.2% of correct answers after Peer Instruction. Regarding student satisfaction, the result was 99.2% of students satisfied with their respective developments in the Feedback Techniques class and 94.4% of them satisfied with the procedures used in the application of the Active Peer Instruction Methodology. |
|---|