Navegando por Assunto "Aprendizagem baseada em problemas"

Agora exibindo 1 - 4 de 4

Acesso aberto (Open Access)
Análise do desenvolvimento de competências gerenciais na construção civil através do modelo da aprendizagem baseada em problemas adaptado ao contexto organizacional
(Universidade Federal do Pará, 2013-01-11) MARTINS, Vitor William Batista; NEVES, Renato Martins das; http://lattes.cnpq.br/6538317425557058; MACEDO, Alcebíades Negrão; http://lattes.cnpq.br/8313864897400179
With the growing and changing competitiveness in the construction business, the speed at which new technologies have been made available, the quantity and quick access to information featuring a turbulent environment that requires a great capacity of adaptation and learning in organizations. These changes within the civil engineering and consequently the production management of works, require an engineer with a different profile of the player works. Given this scenario, some changes have occurred, causing changes in this new professional profile of civil engineers. This new situation requires a more accurate profile of such professionals, where the domain of innovation, customer focus, planning, knowledge management system quality, sustainability and a humanist vision become indispensable parts. The research focuses on the analysis of study skills development civil engineer manager work. The main objective of the survey was: to analyze, understand and evaluate the results of the development of managerial skills of civil engineers managers work through deployment in a construction company on the model of Problem Based Learning adapted to the organizational context. The research strategy adopted was to action research because it relied on the teamwork and commitment of all involved change. The results achieved have analyzed the development of skills related to the organizational context, learning individual, collective and organizational, as well as, point out problems and possible solutions in business management.
Acesso aberto (Open Access)
Desenvolvimento de habilidades cognitivas em um curso de férias: a construção do conhecimento científico de acordo com a aprendizagem baseada em problemas
(Universidade Federal do Pará, 2016-08-26) COELHO, Antonia Ediele de Freitas; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729; https://orcid.org/0000-0002-2495-7806
The present study deals with on the Cognitive Skills manifested by a group of six teachers participants in a Vacation Course, occurred in the city of Belém (PA), which uses methodologies that seek to encourage more active participation of its course participants, by means of the realization of practical activities grounded mainly on Problem Based Learning. Thus, it was aimed to analyze which Cognitive Skills levels manifested by teachers to solve a real problem, while conducting investigative experimental activities and also in moments of socialization of their findings. Seeks to also ponder over the questions elaborated by the monitors and its intrinsic relationship with the Skills expressed by the teachers group. The research is characterized as qualitative, using features such as field diaries, video recordings, with subsequent transcription of participants' speech to its constitution. To establishment of the categories of analysis was used the Zoller ideas, which proposes that the Cognitive Skills can be evidenced according to the low or high level of cognition, achieved by means of the resolution of a problem, being denominated Algorithmics, Lower Order Cognitive Skills and Higher Order Cognitive Skills, these categories are identified here in five levels proposed according to their characterization. The questions elaborated by the monitors are also classified in four levels categorized according to the proposal for Suart. Thus, the analysis are composed of two problematic situations that were selected according to the data collected with the research. During the analysis performed in each of the episodes considered most prominent, it was possible to identify that the cognitive skills developed by teachers relate directly to the link identified in the monitor-course participant relationship and also course participant-course participant since cooperation present during moments of realization of the activities proposed in the course contribute significantly to achieving the highest levels of cognition, as well as high levels of formulating questions, given that in many situations the teachers make use of existing discourses in previous discussions by the team or seek help by means of the constant inquiries carried out by the monitors. Based on this research, can be identified that the use of investigative experimental activities contributes significantly to the development and manifestation of high-order Cognitive Skills. The activities developed in this Vacation Course approximate the objectives presented by Based Learning Problems and is perceptible at different moments the manifestation of N4 and N5 skills levels of cognition in the participating teachers.
Acesso aberto (Open Access)
A problematização do lixo eletrônico no ensino de química para o primeiro ano do ensino médio
(Universidade Federal do Pará, 2019-03-17) ALMEIDA, Débora Quaresma; Fraiha-Martins, France; http://lattes.cnpq.br/4765567823575996; https://orcid.org/0000-0001-7933-6014
The present paper entitled "CHEMISTRY IN MIDDLE SCHOOL: learning based on the problem of electronic waste" aims to understand how a teaching proposal based on the methodology of Problem Based Learning (PBL), can contribute to the teaching of chemistry in the first year of high school. The theoretical reference was built, mainly based on Ribeiro (2005), and other authors who are also references in the methodological field of the ABP, such as: Savin-Baden (2000), Berbel (1998), Malheiro (2005), Barrows 1996), Bruner (1987), Malheiro and Diniz (2008), among others. The methodology used in the development of this research was the qualitative approach of Gerhardt and Silveira (2009) of the oral research type, based on Connelly and Cladinin (1995). The subjects of the research were 03 chemistry teachers from a state public school in the municipality of Abaetetuba-PA. For the construction of the data, the proposal of teaching chemistry was given to the teachers, that is, the educational product built on the basis of the PBL, and the teachers were able to make their appreciation and analysis of the material by answering some questions present in an open questionnaire. The collected data were analyzed from the philosophical conceptions of Discursive Textual Analysis of Moraes and Galiazzi (2011). The results showed that, according to the teachers interviewed, the Educational Product, built from this dissertation, can contribute significantly to teaching-learning chemistry in high school, thus developing public school education in the municipality of Abaetetuba -PA.
Acesso aberto (Open Access)
Produção de audiovisual sobre a aprendizagem baseada em problemas: passos de sua constituição em um curso de férias em Mãe do Rio (PA)
(Universidade Federal do Pará, 2017-07-01) ARNAUD, Orlando Temistocles Cruz; MALHEIRO, João Manoel da Silva; http://lattes.cnpq.br/7502225344402729
In the last three decades, didactic audiovisual has been consolidating as an important pedagogical instrument for teaching science, being potentialized when combined with new methodologies such as Problem-Based Learning (PBL). This research aims to identify the characteristics of the PBL manifested in the dynamics of the Vacation Course and produce an audiovisual. For the constituting of the video, the videotapes of the interactions between a Teacher-coordinator, two monitors and six students of the basic education participants of a Vacation Course occurred in Mãe do Rio (PA) were used. The research presents a qualitative approach, with participant observer. The audiovisual was evaluated by six teachers and two specialists through questionnaires, which are presented in Appendices A and B, in which they present seven questions, six of which are subjective and one of multiple choice. The answers were based on the reference of Malheiro (2005) to the PBL, while the categories and indicators were based on the works of Cabero (2001) and Gomes (2008). The interpretations from the questionnaires indicate that the stages of the PBL are evident in the video and that its content contributes to educators to develop the methodology in the classroom. In addition, the audiovisual is appropriate to begin the study of the subject on group of fish. The tutorials make clear how to develop the PBL present in the audiovisual, which, in turn, pedagogically promotes improvements in teachers' classes. The categories and indicators analyzed were evaluated, for the most part, as positive and satisfactory, they are: sufficiency of the amount of information; size of the graphic elements: photos, subtitles, etc; technical and aesthetic quality of the visual elements; dialogues; technical and aesthetic quality of ambient sound, vignettes and audio/locution; inclusion of elements to highlight important elements; adequate and sufficient video duration; allows complementary activities at the same time of class; valuation of exposure, discussion, criticism or practice/application; creation of learning situations is facilitated; pedagogical proposal appropriate to the target audience.