Aprendizagem baseada em problemas/projetos em ambiente online na perspectiva de educadores e educandos da Ciência dos Alimentos

• Autor(a) principal: Oliveira, Maria das Dores Rodrigues de
• Data de Publicação: 2013
• Tipo de documento: Tese
• Idioma: por
• Título da fonte: LOCUS Repositório Institucional da UFV
• Texto Completo: http://locus.ufv.br/handle/123456789/477
• topic: EAD; PBL; Educação à distância; Educação; EAD; PBL; Distance education; Education; CNPQ::CIENCIAS AGRARIAS::CIENCIA E TECNOLOGIA DE ALIMENTOS::TECNOLOGIA DE ALIMENTOS

Evolution of new technologies and globalization is bringing incessant changes in society and challenges for educators and researchers to understand and use them in the educational process. Reformulation of educational proposals and reconstruction of knowledge transmission methods are decisive actions to meet the needs of development and improvement of people's lives. The labor market requires skills to deal with the social, technological, and globalization changes, in which competition, pressures, and demands for innovations are constant. In these circumstances, continuing education and Internet are possibilities to encourage the necessary and immediate advances of professional s productive capacity at any level of training and experience. However, using educational technology merely does not guarantee pedagogical quality. Concise planning proposals involving active learning methods, effective mediation to develop meaningful content, and assessment of apprehension of content and skills with the educational feedback loop process requires new skills and ways of teaching and learning. Breaking an educational model and inserting another presuppose reflection-action-reflection. These questions stimulated this study that integrates active learning methods and new technological tools for application of a teaching and learning model in a constructivist perspective. This study aimed to evaluate the application of the Problem and Project-based learning (PBL) method in Food Science, involving students of technical course and educators working in the area. As supporting this study hypothesis, it is assumed that the teaching proposal can result in satisfactory levels of teaching and learning and integral formation of critical professionals who guide the construction of knowledge in the food area based on the principles of the Problem-based learning (PBL) method and technological and distinct resources for content publicizing and troubleshooting guidance. Investigations were made in four stages by bibliographical and field researches for the theoretical and empirical basis. The first step consisted of theoretical research in order to identify and analyze different models of teaching and learning based on PBL method for possible application in Food Science s area teaching and more specifically in political actions for educational quality development in relation to school attendance and non-attendance courses. The second step consisted in compiling information regarding the PBL method for structuring the PBL in online environment to support the method application in school attendance and non-attendance courses. Results showed that PBL in online environment fulfilled its purpose by its quality, importance, and potential motivator. The third and fourth steps consisted of empirical research based on the quasi-experimental model of temporal series with a group of eligible individuals considered before and after the treatment implementation, i.e., the content management in online education form by applying the Problem and Project-Based Learning. Population samples were the students and educators who maintained link with Institutos Federais de Educação, Ciência e Tecnologia (Federal Institutes of Education, Science, and Technology). Results showed that the method was a big challenge for demanding the concepts revision of teaching and learning using online method; different solutions were produced for complex problems; the acquired knowledge showed technical-scientific basis in relation to prior knowledge; developed skills of group were evident; interaction among poles and inter-institution were limited compared to members of the same pole or institution.. Based on results of students' learning and reflections of educators, it was found that the method was effective and that there is feasibility of its application in Food Science teaching.