Colaborative integrated learning: study case of aplication to food engineering
Autor(a) principal: | |
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Data de Publicação: | 2020 |
Tipo de documento: | Artigo |
Idioma: | eng |
Título da fonte: | Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
Texto Completo: | http://scielo.pt/scielo.php?script=sci_arttext&pid=S0873-30152020000400027 |
Resumo: | Abstract Introduction: Collaborative learning comprises a set of teaching/learning methods in which students are stimulated to work together in order to fulfil a common learning goal. This approach has been adopted throughout a very wide variety of disciplines, curricula, school environments, teaching approaches or age groups. Objectives: The objective of this work was to discuss the advantages and drawbacks of using innovative learning tools or techniques to promote active learning from a real practice experience. Methods: The integrated learning on subjects in area of Food Engineering was analysed based on the learning outcomes, advances of collaborative work, difficulties found, problem solving strategies and learning assessment limitations. Results: The results obtained allowed concluding that the integrated project developed in the 3 different syllabus is beneficial and the students tend to engage in the requested activities with true commitment; this approach allows the development of complementary competences and far beyond simple knowledge; and finally, it prepares the students for real life experiences, while guarantying a fair evaluation of learning outcomes for all while still at university. Conclusions: This work highlighted the need to deepen the debate on this topic in order to improve students’ knowledge and learning skills. |
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Colaborative integrated learning: study case of aplication to food engineeringlearning outcomesassessment risksinnovative learningAbstract Introduction: Collaborative learning comprises a set of teaching/learning methods in which students are stimulated to work together in order to fulfil a common learning goal. This approach has been adopted throughout a very wide variety of disciplines, curricula, school environments, teaching approaches or age groups. Objectives: The objective of this work was to discuss the advantages and drawbacks of using innovative learning tools or techniques to promote active learning from a real practice experience. Methods: The integrated learning on subjects in area of Food Engineering was analysed based on the learning outcomes, advances of collaborative work, difficulties found, problem solving strategies and learning assessment limitations. Results: The results obtained allowed concluding that the integrated project developed in the 3 different syllabus is beneficial and the students tend to engage in the requested activities with true commitment; this approach allows the development of complementary competences and far beyond simple knowledge; and finally, it prepares the students for real life experiences, while guarantying a fair evaluation of learning outcomes for all while still at university. Conclusions: This work highlighted the need to deepen the debate on this topic in order to improve students’ knowledge and learning skills.Instituto Politécnico de Viseu (IPV)2020-06-01info:eu-repo/semantics/publishedVersioninfo:eu-repo/semantics/articletext/htmlhttp://scielo.pt/scielo.php?script=sci_arttext&pid=S0873-30152020000400027Millenium - Journal of Education, Technologies, and Health n.esp5 2020reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos)instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãoinstacron:RCAAPenghttp://scielo.pt/scielo.php?script=sci_arttext&pid=S0873-30152020000400027Guiné,Raquelinfo:eu-repo/semantics/openAccess2024-02-06T17:10:07Zoai:scielo:S0873-30152020000400027Portal AgregadorONGhttps://www.rcaap.pt/oai/openaireopendoar:71602024-03-20T02:21:47.320411Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informaçãofalse |
dc.title.none.fl_str_mv |
Colaborative integrated learning: study case of aplication to food engineering |
title |
Colaborative integrated learning: study case of aplication to food engineering |
spellingShingle |
Colaborative integrated learning: study case of aplication to food engineering Guiné,Raquel learning outcomes assessment risks innovative learning |
title_short |
Colaborative integrated learning: study case of aplication to food engineering |
title_full |
Colaborative integrated learning: study case of aplication to food engineering |
title_fullStr |
Colaborative integrated learning: study case of aplication to food engineering |
title_full_unstemmed |
Colaborative integrated learning: study case of aplication to food engineering |
title_sort |
Colaborative integrated learning: study case of aplication to food engineering |
author |
Guiné,Raquel |
author_facet |
Guiné,Raquel |
author_role |
author |
dc.contributor.author.fl_str_mv |
Guiné,Raquel |
dc.subject.por.fl_str_mv |
learning outcomes assessment risks innovative learning |
topic |
learning outcomes assessment risks innovative learning |
description |
Abstract Introduction: Collaborative learning comprises a set of teaching/learning methods in which students are stimulated to work together in order to fulfil a common learning goal. This approach has been adopted throughout a very wide variety of disciplines, curricula, school environments, teaching approaches or age groups. Objectives: The objective of this work was to discuss the advantages and drawbacks of using innovative learning tools or techniques to promote active learning from a real practice experience. Methods: The integrated learning on subjects in area of Food Engineering was analysed based on the learning outcomes, advances of collaborative work, difficulties found, problem solving strategies and learning assessment limitations. Results: The results obtained allowed concluding that the integrated project developed in the 3 different syllabus is beneficial and the students tend to engage in the requested activities with true commitment; this approach allows the development of complementary competences and far beyond simple knowledge; and finally, it prepares the students for real life experiences, while guarantying a fair evaluation of learning outcomes for all while still at university. Conclusions: This work highlighted the need to deepen the debate on this topic in order to improve students’ knowledge and learning skills. |
publishDate |
2020 |
dc.date.none.fl_str_mv |
2020-06-01 |
dc.type.status.fl_str_mv |
info:eu-repo/semantics/publishedVersion |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
http://scielo.pt/scielo.php?script=sci_arttext&pid=S0873-30152020000400027 |
url |
http://scielo.pt/scielo.php?script=sci_arttext&pid=S0873-30152020000400027 |
dc.language.iso.fl_str_mv |
eng |
language |
eng |
dc.relation.none.fl_str_mv |
http://scielo.pt/scielo.php?script=sci_arttext&pid=S0873-30152020000400027 |
dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
text/html |
dc.publisher.none.fl_str_mv |
Instituto Politécnico de Viseu (IPV) |
publisher.none.fl_str_mv |
Instituto Politécnico de Viseu (IPV) |
dc.source.none.fl_str_mv |
Millenium - Journal of Education, Technologies, and Health n.esp5 2020 reponame:Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) instname:Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação instacron:RCAAP |
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Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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RCAAP |
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RCAAP |
reponame_str |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
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Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) |
repository.name.fl_str_mv |
Repositório Científico de Acesso Aberto de Portugal (Repositórios Cientìficos) - Agência para a Sociedade do Conhecimento (UMIC) - FCT - Sociedade da Informação |
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