Problem-based learning: case study in the discipline water treatment, effluent and sewage.
Autor(a) principal: | |
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Data de Publicação: | 2018 |
Outros Autores: | , |
Tipo de documento: | Artigo |
Idioma: | por eng |
Título da fonte: | Revista Ibero-Americana de Estudos em Educação (Online) |
Texto Completo: | https://periodicos.fclar.unesp.br/iberoamericana/article/view/10497 |
Resumo: | Any Educational Institution that offers professional courses carries with it a great responsibility, that should lead to the formation of a fully qualified professional who has proper competences and abilities that are required to a competitive and selective labor market. Therefore, based on this premise and on the existing literature, we believe that Problem-based Learning (PBL) could be a guide, once it is a facilitating tool for students to assimilate skills more easily (attitudes and knowledge), which can be applied in their future professional career in a forceful way. Therefore, the present research lies with the objective of evaluating the PBL applied to the discipline of Water, Effluents and Sewage Treatment of the Technical Course in Chemistry of the IFG, that was held in the year 2013. In order to do it, this research was based on the technical procedure and a case study. Data were collected through participant observation, questionnaires and the generated prototype. In general, the results have showed that the PBL was helpful to include greater integration and involvement of the students, motivated by bilateral teacher/student communication and participation, as well as the use of technologies as tools for personal, intellectual and professional growth, as students using and real problems led them to learn skills in solving problems of both practical and professional nature. |
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Problem-based learning: case study in the discipline water treatment, effluent and sewage.Aprendizaje basado en problemas: un estudio de caso en la disciplina de tratamiento de agua, efluente y lodosAprendizagem baseada em problemas: um estudo de caso na disciplina de tratamento de água, efluente e lodosTeaching-learning processAlternative methodologyTraditional modelDidactic material.Proceso de enseñanza-aprendizajeMetodología alternativAModelo tradicionalMaterial didáctico.Processo de ensino-aprendizagemMetodologia alternativaModelo tradicionalMaterial didático.Any Educational Institution that offers professional courses carries with it a great responsibility, that should lead to the formation of a fully qualified professional who has proper competences and abilities that are required to a competitive and selective labor market. Therefore, based on this premise and on the existing literature, we believe that Problem-based Learning (PBL) could be a guide, once it is a facilitating tool for students to assimilate skills more easily (attitudes and knowledge), which can be applied in their future professional career in a forceful way. Therefore, the present research lies with the objective of evaluating the PBL applied to the discipline of Water, Effluents and Sewage Treatment of the Technical Course in Chemistry of the IFG, that was held in the year 2013. In order to do it, this research was based on the technical procedure and a case study. Data were collected through participant observation, questionnaires and the generated prototype. In general, the results have showed that the PBL was helpful to include greater integration and involvement of the students, motivated by bilateral teacher/student communication and participation, as well as the use of technologies as tools for personal, intellectual and professional growth, as students using and real problems led them to learn skills in solving problems of both practical and professional nature.Cualquier institución educativa que ofrezca cursos profesionales lleva consigo una gran responsabilidad traducida en la formación de un profesional plenamente apto de sus competencias y habilidades en la eminente actuación en nuestro competitivo y selectivo mercado de trabajo. A partir de esta premisa, apoyándose en la literatura vasta existente, se ve el norte apuntado al Aprendizaje Basado en Problemas (PBL), como una herramienta facilitadora para que los alumnos puedan fácilmente asimilar las competencias (actitudes y conocimiento), los cuales, pueden ser aplicados en su futura carrera profesional de forma contundente. Por lo tanto, esta investigación tiene como objetivo evaluar el PBL aplicado a la disciplina de Agua, Efluentes y Tratamiento de Alcantarillado del Curso Técnico en Química del IFG, que se realizó en el año 2013. Para ello, esta investigación se basó en el procedimiento técnico vinculado al procedimiento estudio de caso. Los datos fueron recolectados a través de la observación participante, cuestionarios y el prototipo generado. En general, los resultados mostraron que el PBL fue útil para incluir mayor integración e implicación de los alumnos, motivados por la comunicación y participación bilaterales de profesores y alumnos, así como el uso de tecnologías como herramientas para crecimiento personal, intelectual y profesional, pues los alumnos al utilizar problemas prácticos y reales ganaron destreza en la resolución de problemas de orden práctico y profesional.Qualquer instituição educacional que ofereça cursos profissionais leva consigo uma grande responsabilidade traduzida na formação de um profissional plenamente apto de suas competências e habilidades na eminente atuação em nosso competitivo e seletivo mercado de trabalho. Partindo-se desta premissa e apoiando-se na vasta literatura existente, vê-se o norte apontado para a Aprendizagem Baseada em Problemas (PBL), como sendo uma ferramenta facilitadora para que os discentes possam mais facilmente assimilar as competências (atitudes e conhecimento), os quais podem ser aplicados em sua futura carreira profissional de forma contundente. Portanto, esta pesquisa teve como objetivo avaliar o PBL aplicado à disciplina de Água, Efluentes e Tratamento de Esgoto do Curso Técnico em Química do IFG, que foi realizado no ano de 2013. Para isso, esta pesquisa baseou-se no procedimento técnico atrelado ao estudo de caso. Os dados foram coletados através da observação participante, questionários e o protótipo gerado. Em geral, os resultados mostraram que o PBL foi útil para incluir maior integração e envolvimento dos alunos, motivados pela comunicação e participações bilaterais de professores e alunos, bem como o uso de tecnologias como ferramentas para crescimento pessoal, intelectual e profissional, pois os alunos ao utilizarem problemas práticos e reais ganharam destreza na resolução de problemas de ordem prática e profissional.Faculdade de Ciências e Letras/Unesp2018-10-01info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfapplication/pdfapplication/xmlhttps://periodicos.fclar.unesp.br/iberoamericana/article/view/1049710.21723/riaee.unesp.v13.n4.out/dez.2018.10497Revista Iberoamericana de Estudios en Educación; v.13, n.4, out./dez. (2018); 1866-1879Revista Ibero-Americana de Estudos em Educação; v.13, n.4, out./dez. (2018); 1866-18791982-55872446-860610.21723/riaee.unesp.v13.n4.out/dez.2018reponame:Revista Ibero-Americana de Estudos em Educação (Online)instname:Universidade Estadual Paulista (UNESP)instacron:UNESPporenghttps://periodicos.fclar.unesp.br/iberoamericana/article/view/10497/7704https://periodicos.fclar.unesp.br/iberoamericana/article/view/10497/7703https://periodicos.fclar.unesp.br/iberoamericana/article/view/10497/7761Copyright (c) 2018 Revista Ibero-Americana de Estudos em Educaçãoinfo:eu-repo/semantics/openAccessMachado, ReginaBöhm, GianiBöhm, Emerson2018-11-17T02:26:21Zoai:ojs.pkp.sfu.ca:article/10497Revistahttp://seer.fclar.unesp.br/iberoamericanaPUBhttps://periodicos.fclar.unesp.br/iberoamericana/oaibizelli@fclar.unesp.br|| joseandersonsantoscruz@gmail.com1982-55871982-5587opendoar:2018-11-17T02:26:21Revista Ibero-Americana de Estudos em Educação (Online) - Universidade Estadual Paulista (UNESP)false |
dc.title.none.fl_str_mv |
Problem-based learning: case study in the discipline water treatment, effluent and sewage. Aprendizaje basado en problemas: un estudio de caso en la disciplina de tratamiento de agua, efluente y lodos Aprendizagem baseada em problemas: um estudo de caso na disciplina de tratamento de água, efluente e lodos |
title |
Problem-based learning: case study in the discipline water treatment, effluent and sewage. |
spellingShingle |
Problem-based learning: case study in the discipline water treatment, effluent and sewage. Machado, Regina Teaching-learning process Alternative methodology Traditional model Didactic material. Proceso de enseñanza-aprendizaje Metodología alternativA Modelo tradicional Material didáctico. Processo de ensino-aprendizagem Metodologia alternativa Modelo tradicional Material didático. |
title_short |
Problem-based learning: case study in the discipline water treatment, effluent and sewage. |
title_full |
Problem-based learning: case study in the discipline water treatment, effluent and sewage. |
title_fullStr |
Problem-based learning: case study in the discipline water treatment, effluent and sewage. |
title_full_unstemmed |
Problem-based learning: case study in the discipline water treatment, effluent and sewage. |
title_sort |
Problem-based learning: case study in the discipline water treatment, effluent and sewage. |
author |
Machado, Regina |
author_facet |
Machado, Regina Böhm, Giani Böhm, Emerson |
author_role |
author |
author2 |
Böhm, Giani Böhm, Emerson |
author2_role |
author author |
dc.contributor.author.fl_str_mv |
Machado, Regina Böhm, Giani Böhm, Emerson |
dc.subject.por.fl_str_mv |
Teaching-learning process Alternative methodology Traditional model Didactic material. Proceso de enseñanza-aprendizaje Metodología alternativA Modelo tradicional Material didáctico. Processo de ensino-aprendizagem Metodologia alternativa Modelo tradicional Material didático. |
topic |
Teaching-learning process Alternative methodology Traditional model Didactic material. Proceso de enseñanza-aprendizaje Metodología alternativA Modelo tradicional Material didáctico. Processo de ensino-aprendizagem Metodologia alternativa Modelo tradicional Material didático. |
description |
Any Educational Institution that offers professional courses carries with it a great responsibility, that should lead to the formation of a fully qualified professional who has proper competences and abilities that are required to a competitive and selective labor market. Therefore, based on this premise and on the existing literature, we believe that Problem-based Learning (PBL) could be a guide, once it is a facilitating tool for students to assimilate skills more easily (attitudes and knowledge), which can be applied in their future professional career in a forceful way. Therefore, the present research lies with the objective of evaluating the PBL applied to the discipline of Water, Effluents and Sewage Treatment of the Technical Course in Chemistry of the IFG, that was held in the year 2013. In order to do it, this research was based on the technical procedure and a case study. Data were collected through participant observation, questionnaires and the generated prototype. In general, the results have showed that the PBL was helpful to include greater integration and involvement of the students, motivated by bilateral teacher/student communication and participation, as well as the use of technologies as tools for personal, intellectual and professional growth, as students using and real problems led them to learn skills in solving problems of both practical and professional nature. |
publishDate |
2018 |
dc.date.none.fl_str_mv |
2018-10-01 |
dc.type.driver.fl_str_mv |
info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion |
format |
article |
status_str |
publishedVersion |
dc.identifier.uri.fl_str_mv |
https://periodicos.fclar.unesp.br/iberoamericana/article/view/10497 10.21723/riaee.unesp.v13.n4.out/dez.2018.10497 |
url |
https://periodicos.fclar.unesp.br/iberoamericana/article/view/10497 |
identifier_str_mv |
10.21723/riaee.unesp.v13.n4.out/dez.2018.10497 |
dc.language.iso.fl_str_mv |
por eng |
language |
por eng |
dc.relation.none.fl_str_mv |
https://periodicos.fclar.unesp.br/iberoamericana/article/view/10497/7704 https://periodicos.fclar.unesp.br/iberoamericana/article/view/10497/7703 https://periodicos.fclar.unesp.br/iberoamericana/article/view/10497/7761 |
dc.rights.driver.fl_str_mv |
Copyright (c) 2018 Revista Ibero-Americana de Estudos em Educação info:eu-repo/semantics/openAccess |
rights_invalid_str_mv |
Copyright (c) 2018 Revista Ibero-Americana de Estudos em Educação |
eu_rights_str_mv |
openAccess |
dc.format.none.fl_str_mv |
application/pdf application/pdf application/xml |
dc.publisher.none.fl_str_mv |
Faculdade de Ciências e Letras/Unesp |
publisher.none.fl_str_mv |
Faculdade de Ciências e Letras/Unesp |
dc.source.none.fl_str_mv |
Revista Iberoamericana de Estudios en Educación; v.13, n.4, out./dez. (2018); 1866-1879 Revista Ibero-Americana de Estudos em Educação; v.13, n.4, out./dez. (2018); 1866-1879 1982-5587 2446-8606 10.21723/riaee.unesp.v13.n4.out/dez.2018 reponame:Revista Ibero-Americana de Estudos em Educação (Online) instname:Universidade Estadual Paulista (UNESP) instacron:UNESP |
instname_str |
Universidade Estadual Paulista (UNESP) |
instacron_str |
UNESP |
institution |
UNESP |
reponame_str |
Revista Ibero-Americana de Estudos em Educação (Online) |
collection |
Revista Ibero-Americana de Estudos em Educação (Online) |
repository.name.fl_str_mv |
Revista Ibero-Americana de Estudos em Educação (Online) - Universidade Estadual Paulista (UNESP) |
repository.mail.fl_str_mv |
bizelli@fclar.unesp.br|| joseandersonsantoscruz@gmail.com |
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1800215856056107008 |