ACTIVE METHODOLOGIES IN HIGHER EDUCATION: A SYSTEMATIC MAPPING IN THE CONTEXT OF ENGINEERING COURSES

Detalhes bibliográficos
Autor(a) principal: Reis, Alan
Data de Publicação: 2022
Outros Autores: Alves, Alaina, Wendland, Edson Cezar
Tipo de documento: preprint
Idioma: eng
Título da fonte: SciELO Preprints
Texto Completo: https://preprints.scielo.org/index.php/scielo/preprint/view/3860
Resumo: Active learning is all pedagogical alternatives that place the focus of learning on the students. With the mediation of competent teachers, the students learn by discovery, by investigation, and by problems. Such methodologies commonly promote more content retention and comprehension once the students are engaged in activities, whether through research, group collaborations, discussion, and problem solving. This work aimed to verify the temporal evolution of active learning methods in higher education Engineering courses, based on a systematic mapping of the literature. We observed which are the main researchers in this field, their geographic location and which methodologies are preferred in the context of these courses. From the results, we observe a growth of scientific publications on active learning methodologies and Engineering Education, especially in the last five years of the period analysed (between 2015 and 2020). We also see researchs on this field in all continents, with a predominance of studies led by American and European researchers. In the mapped studies, the inverted classroom and problem-based learning were the most identified methodologies. It demonstrates a concern of teachers in this area to promote activities with high involvement, which allow the development of personal and professional skills and competencies, even during their training period.
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spelling ACTIVE METHODOLOGIES IN HIGHER EDUCATION: A SYSTEMATIC MAPPING IN THE CONTEXT OF ENGINEERING COURSESMETODOLOGÍAS ACTIVAS EN LA ENSEÑANZA SUPERIOR: UNA CARTOGRAFÍA SISTEMÁTICA EN EL CONTEXTO DE LOS CURSOS DE INGENIERÍAMETODOLOGIAS ATIVAS NO ENSINO SUPERIOR: UM MAPEAMENTO SISTEMÁTICO NO CONTEXTO DOS CURSOS DE ENGENHARIA metodologias de ensinoeducação em Engenhariaaprendizagem baseada em projetosaprendizagem baseada em problemassala de aula invertidaactive learningEngineering EducationProject-Based LearningProblem-Based LearningFlipped Classroommetodologías de enseñanzaenseñanza de la ingenieríaaprendizaje basado en proyectosaprendizaje basado en problemasaula invertidaActive learning is all pedagogical alternatives that place the focus of learning on the students. With the mediation of competent teachers, the students learn by discovery, by investigation, and by problems. Such methodologies commonly promote more content retention and comprehension once the students are engaged in activities, whether through research, group collaborations, discussion, and problem solving. This work aimed to verify the temporal evolution of active learning methods in higher education Engineering courses, based on a systematic mapping of the literature. We observed which are the main researchers in this field, their geographic location and which methodologies are preferred in the context of these courses. From the results, we observe a growth of scientific publications on active learning methodologies and Engineering Education, especially in the last five years of the period analysed (between 2015 and 2020). We also see researchs on this field in all continents, with a predominance of studies led by American and European researchers. In the mapped studies, the inverted classroom and problem-based learning were the most identified methodologies. It demonstrates a concern of teachers in this area to promote activities with high involvement, which allow the development of personal and professional skills and competencies, even during their training period.Las metodologías activas pueden entenderse como alternativas pedagógicas que ponen el foco del aprendizaje en los alumnos. Con la mediación de profesores competentes, los alumnos aprenden a partir del descubrimiento, la investigación y los problemas. Estas metodologías suelen promover una mayor retención y comprensión de los contenidos enseñados, ya que el alumno participa en actividades, ya sea a través de la investigación, la colaboración en grupo, el debate y la resolución de problemas. Este trabajo tuvo como objetivo verificar la evolución temporal del uso de las metodologías activas en el contexto de los cursos de educación superior en Ingeniería, a partir de un mapeo sistemático de la literatura. A partir de un protocolo de investigación debidamente definido, se buscó verificar cuáles son los principales investigadores en esta área, su ubicación geográfica y cuáles son las metodologías preferidas en el contexto de estos cursos. A partir de los resultados, se pudo observar que el crecimiento en el número de publicaciones científicas sobre metodologías activas en el contexto de la Enseñanza de la Ingeniería, especialmente en los últimos cinco años del período analizado (entre 2015 y 2020). Se puede observar la realización de investigaciones en este contexto en todos los continentes, con un predominio de estudios dirigidos por investigadores americanos y europeos. En los estudios mapeados, el flipped classroom y el aprendizaje basado en problemas fueron las metodologías más identificadas. Esto demuestra una mayor preocupación entre los profesores de la zona por promover actividades con alta implicación que permitan el desarrollo de habilidades y competencias personales y profesionales durante el periodo de formación.As metodologias ativas podem ser entendidas como alternativas pedagógicas que colocam o foco do aprendizado nos estudantes. Com mediação de docentes competentes, os alunos aprendem a partir da descoberta, da investigação e por problemas. Tais metodologias comumente promovem uma maior retenção e compreensão de contéudos ensinados, uma vez que o aprendiz se encontra engajado nas atividades, seja por meio de pesquisa, colaborações em grupo, discussão e resolução de problemas. Este trabalho teve como objetivo verificar a evolução temporal do uso de metodologias ativas, no contexto dos cursos superiores de Engenharia, a partir de um mapeamento sistemático da literatura. A partir de um protocolo de pesquisa devidamente definido, buscou-se verificar quais os principais pesquisadores desta área, sua localização geográfica e quais as metodologias preferidas no contexto destes cursos. A partir dos resultados, foi possível observar que o crescimento do número de publicações científicas sobre metodologias ativas no contexto da Educação em Engenharia, em especial nos últimos cinco anos do período analisado (entre 2015 e 2020). Pode-se notar a realização de pesquisas neste contexto em todos os continentes, com predomínio de estudos liderados por pesquisadores americanos e europeus. Nos estudos mapeados, a sala de aula invertida e a aprendizagem baseada em problemas foram as metodologias mais identificadas. Isso demostra uma maior preocupação dos professores da área em promover atividades com elevado envolvimento, que permitam o desenvolvimento de habilidades e competências pessoais e profissionais, ainda no período de formação.SciELO PreprintsSciELO PreprintsSciELO Preprints2022-03-30info:eu-repo/semantics/preprintinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://preprints.scielo.org/index.php/scielo/preprint/view/386010.1590/SciELOPreprints.3860enghttps://preprints.scielo.org/index.php/scielo/article/view/3860/7217Copyright (c) 2022 Alan Reis, Alaina Alves, Edson Cezar Wendlandhttps://creativecommons.org/licenses/by/4.0info:eu-repo/semantics/openAccessReis, AlanAlves, AlainaWendland, Edson Cezarreponame:SciELO Preprintsinstname:SciELOinstacron:SCI2022-03-28T15:14:19Zoai:ops.preprints.scielo.org:preprint/3860Servidor de preprintshttps://preprints.scielo.org/index.php/scieloONGhttps://preprints.scielo.org/index.php/scielo/oaiscielo.submission@scielo.orgopendoar:2022-03-28T15:14:19SciELO Preprints - SciELOfalse
dc.title.none.fl_str_mv ACTIVE METHODOLOGIES IN HIGHER EDUCATION: A SYSTEMATIC MAPPING IN THE CONTEXT OF ENGINEERING COURSES
METODOLOGÍAS ACTIVAS EN LA ENSEÑANZA SUPERIOR: UNA CARTOGRAFÍA SISTEMÁTICA EN EL CONTEXTO DE LOS CURSOS DE INGENIERÍA
METODOLOGIAS ATIVAS NO ENSINO SUPERIOR: UM MAPEAMENTO SISTEMÁTICO NO CONTEXTO DOS CURSOS DE ENGENHARIA
title ACTIVE METHODOLOGIES IN HIGHER EDUCATION: A SYSTEMATIC MAPPING IN THE CONTEXT OF ENGINEERING COURSES
spellingShingle ACTIVE METHODOLOGIES IN HIGHER EDUCATION: A SYSTEMATIC MAPPING IN THE CONTEXT OF ENGINEERING COURSES
Reis, Alan
metodologias de ensino
educação em Engenharia
aprendizagem baseada em projetos
aprendizagem baseada em problemas
sala de aula invertida
active learning
Engineering Education
Project-Based Learning
Problem-Based Learning
Flipped Classroom
metodologías de enseñanza
enseñanza de la ingeniería
aprendizaje basado en proyectos
aprendizaje basado en problemas
aula invertida
title_short ACTIVE METHODOLOGIES IN HIGHER EDUCATION: A SYSTEMATIC MAPPING IN THE CONTEXT OF ENGINEERING COURSES
title_full ACTIVE METHODOLOGIES IN HIGHER EDUCATION: A SYSTEMATIC MAPPING IN THE CONTEXT OF ENGINEERING COURSES
title_fullStr ACTIVE METHODOLOGIES IN HIGHER EDUCATION: A SYSTEMATIC MAPPING IN THE CONTEXT OF ENGINEERING COURSES
title_full_unstemmed ACTIVE METHODOLOGIES IN HIGHER EDUCATION: A SYSTEMATIC MAPPING IN THE CONTEXT OF ENGINEERING COURSES
title_sort ACTIVE METHODOLOGIES IN HIGHER EDUCATION: A SYSTEMATIC MAPPING IN THE CONTEXT OF ENGINEERING COURSES
author Reis, Alan
author_facet Reis, Alan
Alves, Alaina
Wendland, Edson Cezar
author_role author
author2 Alves, Alaina
Wendland, Edson Cezar
author2_role author
author
dc.contributor.author.fl_str_mv Reis, Alan
Alves, Alaina
Wendland, Edson Cezar
dc.subject.por.fl_str_mv metodologias de ensino
educação em Engenharia
aprendizagem baseada em projetos
aprendizagem baseada em problemas
sala de aula invertida
active learning
Engineering Education
Project-Based Learning
Problem-Based Learning
Flipped Classroom
metodologías de enseñanza
enseñanza de la ingeniería
aprendizaje basado en proyectos
aprendizaje basado en problemas
aula invertida
topic metodologias de ensino
educação em Engenharia
aprendizagem baseada em projetos
aprendizagem baseada em problemas
sala de aula invertida
active learning
Engineering Education
Project-Based Learning
Problem-Based Learning
Flipped Classroom
metodologías de enseñanza
enseñanza de la ingeniería
aprendizaje basado en proyectos
aprendizaje basado en problemas
aula invertida
description Active learning is all pedagogical alternatives that place the focus of learning on the students. With the mediation of competent teachers, the students learn by discovery, by investigation, and by problems. Such methodologies commonly promote more content retention and comprehension once the students are engaged in activities, whether through research, group collaborations, discussion, and problem solving. This work aimed to verify the temporal evolution of active learning methods in higher education Engineering courses, based on a systematic mapping of the literature. We observed which are the main researchers in this field, their geographic location and which methodologies are preferred in the context of these courses. From the results, we observe a growth of scientific publications on active learning methodologies and Engineering Education, especially in the last five years of the period analysed (between 2015 and 2020). We also see researchs on this field in all continents, with a predominance of studies led by American and European researchers. In the mapped studies, the inverted classroom and problem-based learning were the most identified methodologies. It demonstrates a concern of teachers in this area to promote activities with high involvement, which allow the development of personal and professional skills and competencies, even during their training period.
publishDate 2022
dc.date.none.fl_str_mv 2022-03-30
dc.type.driver.fl_str_mv info:eu-repo/semantics/preprint
info:eu-repo/semantics/publishedVersion
format preprint
status_str publishedVersion
dc.identifier.uri.fl_str_mv https://preprints.scielo.org/index.php/scielo/preprint/view/3860
10.1590/SciELOPreprints.3860
url https://preprints.scielo.org/index.php/scielo/preprint/view/3860
identifier_str_mv 10.1590/SciELOPreprints.3860
dc.language.iso.fl_str_mv eng
language eng
dc.relation.none.fl_str_mv https://preprints.scielo.org/index.php/scielo/article/view/3860/7217
dc.rights.driver.fl_str_mv Copyright (c) 2022 Alan Reis, Alaina Alves, Edson Cezar Wendland
https://creativecommons.org/licenses/by/4.0
info:eu-repo/semantics/openAccess
rights_invalid_str_mv Copyright (c) 2022 Alan Reis, Alaina Alves, Edson Cezar Wendland
https://creativecommons.org/licenses/by/4.0
eu_rights_str_mv openAccess
dc.format.none.fl_str_mv application/pdf
dc.publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
publisher.none.fl_str_mv SciELO Preprints
SciELO Preprints
SciELO Preprints
dc.source.none.fl_str_mv reponame:SciELO Preprints
instname:SciELO
instacron:SCI
instname_str SciELO
instacron_str SCI
institution SCI
reponame_str SciELO Preprints
collection SciELO Preprints
repository.name.fl_str_mv SciELO Preprints - SciELO
repository.mail.fl_str_mv scielo.submission@scielo.org
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