Software Usage in Problem Based Learning

• Autor(a) principal: Ventura, Paula Patrícia Barbosa
• Data de Publicação: 2021
• Tipo de documento: Artigo
• Idioma: por
• Título da fonte: Tear: Revista de Educação Ciência e Tecnologia
• Texto Completo: https://periodicos.ifrs.edu.br/index.php/tear/article/view/4527

Abstract: The present investigation had as its object: Does the use of software in Problem Based Learning (PBL) provide moments of active learning? Thus, this article aimed to analyze whether the use of software on PBL provides moments of active learning, while highlighting the characteristics of this teaching methodology in teaching practice. The research was of a qualitative nature, case study type, and was carried out with a professor of the technological graduation course in Environmental Processes at a Federal Institute. As instruments, a survey questionnaire, observation and interviews were used. For data analysis, it started with the smallest extent questions, as well as defining initial or subsequent codes. Phases such as ordering, classification and analysis of the material itself also supported the analysis. Thus, the data were triangulated, being then anchored by the interpretive paradigm. Although the software itself does not provide active learning, the teacher's guidance made perfect sense for the student to become the protagonist of his learning, since the choice of the activities needs to make sense to the student, otherwise it will not provide this type of learning. Thus, such a conclusion testifies the importance of the pedagogical use of technology, with its use reflecting on the moments of inquiry, questioning and joint elaboration of knowledge that it (the technology) can promote and not only in the use itself. Keywords: Software. Problem Based Learning. Teaching Practice.