Problem-Based Learning: Exploratory Study of Perception of Psychology Students
| Autor(a) principal: | |
|---|---|
| Data de Publicação: | 2020 |
| Outros Autores: | , , |
| Tipo de documento: | Artigo |
| Idioma: | por |
| Título da fonte: | Research, Society and Development |
| Texto Completo: | https://rsdjournal.org/index.php/rsd/article/view/2109 |
Resumo: | The aim of the present study was to investigate the student's perception about the skills acquired with the Problem Based Learning (PBL) methodology in two subjects, which belong to the undergraduate course in Psychology of a public university in the interior of the state of São Paulo. This study has a quantitative nature with an exploratory and cross-sectional design. Thirty-one undergraduates from 19 to 27 years of age participated in an online self-report questionnaire that asked them about the retention of knowledge, the development of study skills and critical reflection, the formulation and comparison of diagnostic possibilities, the application of knowledge in professional practice and the possibility of applying the PBL in any discipline. The study is justified due to the current challenge for higher education in Psychology to improve effective teaching practices that result in the development of skills to apply knowledge critically and dynamically, stimulating an active attitude towards their own learning process. The exploratory descriptive analyzes indicated a positive perception of the students in several aspects related to the application of the PBL method and the inferential analyzes showed that the course taken can influence this perception. It is concluded that the initiative given with the subjects of the Psychology course expresses the potential of the method for the development of significant learning in students. |
| id |
UNIFEI_890157d3aeb1cdcce95f451bbc7b73de |
|---|---|
| oai_identifier_str |
oai:ojs.pkp.sfu.ca:article/2109 |
| network_acronym_str |
UNIFEI |
| network_name_str |
Research, Society and Development |
| repository_id_str |
|
| spelling |
Problem-Based Learning: Exploratory Study of Perception of Psychology StudentsAprendizaje basado en problemas: estudio exploratorio de las percepciones de los estudiantes de psicologíaAprendizagem Baseada em Problemas: estudo exploratório da percepção de estudantes de PsicologiaAprendizagem por problematizaçãoMetodologia de ensino ativaEnsino de Psicologia.Aprendizaje Basado en ProblemasMetodología de Enseñanza ActivaEnseñanza de Psicología.The aim of the present study was to investigate the student's perception about the skills acquired with the Problem Based Learning (PBL) methodology in two subjects, which belong to the undergraduate course in Psychology of a public university in the interior of the state of São Paulo. This study has a quantitative nature with an exploratory and cross-sectional design. Thirty-one undergraduates from 19 to 27 years of age participated in an online self-report questionnaire that asked them about the retention of knowledge, the development of study skills and critical reflection, the formulation and comparison of diagnostic possibilities, the application of knowledge in professional practice and the possibility of applying the PBL in any discipline. The study is justified due to the current challenge for higher education in Psychology to improve effective teaching practices that result in the development of skills to apply knowledge critically and dynamically, stimulating an active attitude towards their own learning process. The exploratory descriptive analyzes indicated a positive perception of the students in several aspects related to the application of the PBL method and the inferential analyzes showed that the course taken can influence this perception. It is concluded that the initiative given with the subjects of the Psychology course expresses the potential of the method for the development of significant learning in students.El objetivo del presente estudio fue investigar la percepción del estudiante de las habilidades adquiridas con la metodología de Aprendizaje Basado en Problemas (PBL) en dos disciplinas basadas en ella, perteneciente al curso de graduacíon en Psicología de una universidad pública en el interior del estado de São Paulo. Este estudio tiene una naturaleza cuantitativa con un diseño exploratorio y transversal. Participaron 31 estudiantes universitarios de entre 19 y 27 años que respondieron un cuestionario de autoinforme en línea que les preguntaba sobre la retención del conocimiento, el desarrollo de habilidades de estudio y la reflexión crítica, la formulación y comparación de posibilidades de diagnóstico, la aplicación del conocimiento en la práctica profesional y la posibilidad de aplicar el PBL en cualquier disciplina. El estudio se justifica debido al desafío actual de la educación superior en psicología para mejorar las prácticas de enseñanza efectivas que resultan en el desarrollo de habilidades para aplicar el conocimiento de manera crítica y dinámica, estimulando una actitud activa hacia su propio proceso de aprendizaje. Los análisis descriptivos exploratorios indicaron una percepción positiva de los estudiantes en varios aspectos relacionados con la aplicación del método PBL y los análisis inferenciales mostraron que el curso tomado puede influir en esta percepción. Se concluye que la iniciativa dada con las disciplinas del curso de Psicología expresa el potencial del método para el desarrollo de una aprendizaje significativo en los estudiantes.O objetivo do presente estudou foi investigar a percepção discente sobre as habilidades adquiridas com a metodologia Aprendizagem Baseada em Problemas (Problem Based Learning – PBL) em duas disciplinas embasadas na mesma, pertencentes ao curso de graduação em Psicologia de uma Universidade Pública do interior do estado de São Paulo. Este estudo tem natureza quantitativa com um delineamento exploratório e transversal. Participaram 31 universitários de 19 a 27 anos respondentes de um questionário de autorrelato online que os indagava acerca da retenção de conhecimento, do desenvolvimento de habilidades de estudo e de reflexão crítica, formulação e comparação de possibilidades diagnósticas, da aplicação do conhecimento na prática profissional e a possibilidade de aplicação do PBL em qualquer disciplina. O estudo se justifica devido ao atual desafio para o ensino superior de Psicologia em aprimorar práticas docentes efetivas que consequenciam o desenvolvimento de habilidades de aplicar o conhecimento de modo crítico e dinâmico, estimulando uma postura ativa diante do seu próprio processo de aprendizagem. As análises descritivas exploratórias indicaram uma percepção positiva dos alunos em vários aspectos relacionados à aplicação do método PBL e as análises inferenciais mostraram que a disciplina cursada pode influenciar nessa percepção. Conclui-se que a iniciativa dada com as disciplinas do curso de Psicologia expressa o potencial do método para o desenvolvimento de aprendizagens significativas nos estudantes.Research, Society and Development2020-03-28info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionapplication/pdfhttps://rsdjournal.org/index.php/rsd/article/view/210910.33448/rsd-v9i5.2109Research, Society and Development; Vol. 9 No. 5; e48952109Research, Society and Development; Vol. 9 Núm. 5; e48952109Research, Society and Development; v. 9 n. 5; e489521092525-3409reponame:Research, Society and Developmentinstname:Universidade Federal de Itajubá (UNIFEI)instacron:UNIFEIporhttps://rsdjournal.org/index.php/rsd/article/view/2109/5365Copyright (c) 2020 Carmem Beatriz Neufeld, Isabela Maria Freitas Ferreira, Kátia Alessandra de Souza Caetano, Fabiana Maris Versutiinfo:eu-repo/semantics/openAccessNeufeld, Carmem BeatrizFerreira, Isabela Maria FreitasCaetano, Kátia Alessandra de SouzaVersuti, Fabiana Maris2020-08-20T18:06:36Zoai:ojs.pkp.sfu.ca:article/2109Revistahttps://rsdjournal.org/index.php/rsd/indexPUBhttps://rsdjournal.org/index.php/rsd/oairsd.articles@gmail.com2525-34092525-3409opendoar:2024-01-17T09:26:52.865853Research, Society and Development - Universidade Federal de Itajubá (UNIFEI)false |
| dc.title.none.fl_str_mv |
Problem-Based Learning: Exploratory Study of Perception of Psychology Students Aprendizaje basado en problemas: estudio exploratorio de las percepciones de los estudiantes de psicología Aprendizagem Baseada em Problemas: estudo exploratório da percepção de estudantes de Psicologia |
| title |
Problem-Based Learning: Exploratory Study of Perception of Psychology Students |
| spellingShingle |
Problem-Based Learning: Exploratory Study of Perception of Psychology Students Neufeld, Carmem Beatriz Aprendizagem por problematização Metodologia de ensino ativa Ensino de Psicologia. Aprendizaje Basado en Problemas Metodología de Enseñanza Activa Enseñanza de Psicología. |
| title_short |
Problem-Based Learning: Exploratory Study of Perception of Psychology Students |
| title_full |
Problem-Based Learning: Exploratory Study of Perception of Psychology Students |
| title_fullStr |
Problem-Based Learning: Exploratory Study of Perception of Psychology Students |
| title_full_unstemmed |
Problem-Based Learning: Exploratory Study of Perception of Psychology Students |
| title_sort |
Problem-Based Learning: Exploratory Study of Perception of Psychology Students |
| author |
Neufeld, Carmem Beatriz |
| author_facet |
Neufeld, Carmem Beatriz Ferreira, Isabela Maria Freitas Caetano, Kátia Alessandra de Souza Versuti, Fabiana Maris |
| author_role |
author |
| author2 |
Ferreira, Isabela Maria Freitas Caetano, Kátia Alessandra de Souza Versuti, Fabiana Maris |
| author2_role |
author author author |
| dc.contributor.author.fl_str_mv |
Neufeld, Carmem Beatriz Ferreira, Isabela Maria Freitas Caetano, Kátia Alessandra de Souza Versuti, Fabiana Maris |
| dc.subject.por.fl_str_mv |
Aprendizagem por problematização Metodologia de ensino ativa Ensino de Psicologia. Aprendizaje Basado en Problemas Metodología de Enseñanza Activa Enseñanza de Psicología. |
| topic |
Aprendizagem por problematização Metodologia de ensino ativa Ensino de Psicologia. Aprendizaje Basado en Problemas Metodología de Enseñanza Activa Enseñanza de Psicología. |
| description |
The aim of the present study was to investigate the student's perception about the skills acquired with the Problem Based Learning (PBL) methodology in two subjects, which belong to the undergraduate course in Psychology of a public university in the interior of the state of São Paulo. This study has a quantitative nature with an exploratory and cross-sectional design. Thirty-one undergraduates from 19 to 27 years of age participated in an online self-report questionnaire that asked them about the retention of knowledge, the development of study skills and critical reflection, the formulation and comparison of diagnostic possibilities, the application of knowledge in professional practice and the possibility of applying the PBL in any discipline. The study is justified due to the current challenge for higher education in Psychology to improve effective teaching practices that result in the development of skills to apply knowledge critically and dynamically, stimulating an active attitude towards their own learning process. The exploratory descriptive analyzes indicated a positive perception of the students in several aspects related to the application of the PBL method and the inferential analyzes showed that the course taken can influence this perception. It is concluded that the initiative given with the subjects of the Psychology course expresses the potential of the method for the development of significant learning in students. |
| publishDate |
2020 |
| dc.date.none.fl_str_mv |
2020-03-28 |
| 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://rsdjournal.org/index.php/rsd/article/view/2109 10.33448/rsd-v9i5.2109 |
| url |
https://rsdjournal.org/index.php/rsd/article/view/2109 |
| identifier_str_mv |
10.33448/rsd-v9i5.2109 |
| dc.language.iso.fl_str_mv |
por |
| language |
por |
| dc.relation.none.fl_str_mv |
https://rsdjournal.org/index.php/rsd/article/view/2109/5365 |
| dc.rights.driver.fl_str_mv |
info:eu-repo/semantics/openAccess |
| eu_rights_str_mv |
openAccess |
| dc.format.none.fl_str_mv |
application/pdf |
| dc.publisher.none.fl_str_mv |
Research, Society and Development |
| publisher.none.fl_str_mv |
Research, Society and Development |
| dc.source.none.fl_str_mv |
Research, Society and Development; Vol. 9 No. 5; e48952109 Research, Society and Development; Vol. 9 Núm. 5; e48952109 Research, Society and Development; v. 9 n. 5; e48952109 2525-3409 reponame:Research, Society and Development instname:Universidade Federal de Itajubá (UNIFEI) instacron:UNIFEI |
| instname_str |
Universidade Federal de Itajubá (UNIFEI) |
| instacron_str |
UNIFEI |
| institution |
UNIFEI |
| reponame_str |
Research, Society and Development |
| collection |
Research, Society and Development |
| repository.name.fl_str_mv |
Research, Society and Development - Universidade Federal de Itajubá (UNIFEI) |
| repository.mail.fl_str_mv |
rsd.articles@gmail.com |
| _version_ |
1797052645472468992 |