Analysis of the learning profile of students at a Technological University Campus through the application of active methodologies

• Autor(a) principal: Stefanello, Vagner
• Data de Publicação: 2020
• Outros Autores: Oestreich, Letícia, Rosa, Carmen Brum, Ruiz-Padillo, Alejandro
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Educitec
• Texto Completo: https://sistemascmc.ifam.edu.br/educitec/index.php/educitec/article/view/983
• topic: Problem-Based Learning; Undergraduate Teaching; Students’ Profile; Teaching-Learning Techniques; Aprendizagem Baseada em Problemas; Ensino de Graduação; Perfil dos Alunos; Técnicas de Ensino-Aprendizagem

The search for professionals able to deal with complex situations requiring decision making and teamwork has gained strength in the world of work. In this context, using active teaching methodologies can support the development of these skills, and contribute to learning in a more dynamic and targeted way. Thus, the objective of this work is to identify the profiles and learning preferences of Engineering and Architecture and Urbanism students at Federal University of Santa Maria - Cachoeira do Sul Campus, who attended subjects in which active methodologies were adopted. As a result, it was possible to prove that students' learning styles and preferences are related to the knowledge area of the Campus courses, with a predominance of students who prefer rational, visual and sequential learning. On the other hand, the identification of the existing learning preference profiles showed that the combination of students' personalities can be formed by five different groups. Exploring each characteristic of the groups reflected the influence of the learning profile on the students’ motivations with respect to active methodologies, focused on group work, collaboration and acting as leaders in the work. These results showed that the success of the application of active methodologies depends on the ability to identify the skills and difficulties of each student in the group, as well as the adequacy of the activities to the students’ preferences and learning styles.