EVALUATING MANAGEMENT STUDENTS AND PROFESSORS REGARDING THEIR PROBLEM-BASED LEARNING EXPERIENCE

• Autor(a) principal: Guedes, Karine de Lima
• Data de Publicação: 2015
• Outros Autores: Andrade, Rui Otavio Bernardes de, Nicolini, Alexandre Mendes
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Administração (São Paulo. Online)
• Texto Completo: https://raep.emnuvens.com.br/raep/article/view/201
• topic: Problem-Based Learning (PBL); Higher Education; Administration; Aprendizagem Baseada em Problemas (ABP); Ensino Superior; Administração

The aim of this study was to investigate the impact of Problem-Based Learning (PBL) from the points of view of students and teachers in a Higher Education Institute (HEI). PBL is one of the modalities within active methodologies and uses problem resolution for students to analyze and study content. This methodology educates through stimulating students to have a proactive attitude in seeking knowledge. The study utilizes a qualitative research approach and sought to analyze a PBL teaching proposal in with the sample groups coming from professors and students in an undergraduate Business Administration degree at a private institution. The subjects comprised students enrolled in the first period of the second half of 2013 and the professors lectured during that same period, for the following courses, at the Lapa campus: Executive Functions in Management, Sociology of Organizations, Management Theory Evolution, Management Challenges, and Economic Theory Evolution. Semi-structured interviews and Focus Groups (FG) were used to collect data from professors and students, respectively. The data showed the PBL method, in addition to bringing students and teachers together in more fruitful relationships, encouraged students to develop a critical sense and improved their teamwork skills, expanding their vision of the problem and thus providing opportunities for broader research and improving their reasoning and creativity.