APPROACH, METHODOLOGY, METHOD, STRATEGY, TEACHING TECHNIQUE OR RESOURCE: HOW TO DEFINE PROBLEM-BASED LEARNING?

• Autor(a) principal: Marques, Glessyan de Quadros
• Data de Publicação: 2022
• Outros Autores: Cunha, Marcia Borin da
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Revista Prática Docente
• Texto Completo: http://periodicos.cfs.ifmt.edu.br:443/periodicos/index.php/rpd/article/view/1436
• topic: Metodologia de ensino; Definições; Didática; Teaching methodology; Definitions; Didactics; Metodología de la enseñanza; Definiciones; Didáctica

Based on the assumptions of Didactics, we present in this article a theoretical discussion about some definitions widely used by researchers in the literature, among them: methodology, method, approach, technique and teaching resources. We describe the differences between these terms and, based on this, we conducted a literature review of theses and dissertations on Problem-Based Learning (PBL) in science teaching, in order to identify which terms are used by researchers in their theses and dissertations in the area to designate PBL. We identified, in this study, that researchers use a variety of terms, such as: methodology, method, approach, strategy, tool, among others. We also observed the occurrence of the use of these terms as synonyms. This diversity of denominations in the same research paper may indicate theoretical or methodological incoherence, carelessness, or a lack of understanding of the use of the terms. As a result, we discussed more appropriate ways to designate PBL.