Navegando por Assunto "Problem-based learning"

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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)
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)
Programa de estágio extracurricular teórico-prático interdisciplinar de iniciação em oncologia
(Universidade Federal do Pará, 2022-08-18) SILVA, José Henrique Santos; RAMOS, Raquel de Souza; http://lattes.cnpq.br/3576658450395680; ELIASQUEVICI, Marianne Kogut; http://lattes.cnpq.br/6655468164115415
From the identification of existing gaps in early learning stages of Health professionals to act upon the field of Oncology, this research sought to respond the focus question “How to assist in the training of undergraduates in the area of Health and sensitize them to work in the promotion, prevention, treatment, rehabilitation and palliation in oncology from an interdisciplinary perspective?”. To do so, the general objective was to “Structure an extracurricular internship program in Oncology for undergraduate students of courses in the area of Health in a theoretical-practical and interdisciplinary format of initiation in Oncology, based on the assumptions of active teaching-learning methodologies and interdisciplinary action”. This program was developed at the Instituição Oncológica do Brasil, a cancer research and treatment center located in Belém, Pará. Based on action research, the methodological path was divided into four phases: (i) carrying out a bibliographical survey; (ii) construction of the action plan; (iii) implementation of a pilot program; and (iv) follow-up of the investigation-action cycle. As an educational product resulting from the research, the “Guia didático: Programa de Estágio Extracurricular Teórico-Prático Interdisciplinar de Iniciação em Oncologia” was prepared, describing the structure of the Program (curricular organization, selection process, use of active teaching-learning strategies, evaluation process and others). The results obtained from the study also made it possible to verify the improvement in the training of undergraduates in the area of Health in terms of knowledge of Oncology subjects, which are scarcely addressed in the curricula of undergraduate courses. Because the Program is divided into axes (Teaching, Research and Extension), it provides a broader experience for the undergraduate student and the possibility of greater insertion in the Oncology specialty, expanding the vision of care and assistance in general. The division of the theoretical content into modules and the use of clinical cases makes teaching more focused on practical issues, related to the problems faced in the daily life of interdisciplinary assistance, providing the development of skills and competences for a differentiated support. Therefore, from the analysis of this experience, we believe that this developed product can favor and serve as an inspiration for the implementation of extracurricular internship programs in several other realities, whether or not in the area of Oncology – provided that the necessary adaptations are made and that the pedagogical proposals are similar.