Problem-Based Learning: Exploratory Study of Perception of Psychology Students

Detalhes bibliográficos
Autor(a) principal: Neufeld, Carmem Beatriz
Data de Publicação: 2020
Outros Autores: Ferreira, Isabela Maria Freitas, Caetano, Kátia Alessandra de Souza, Versuti, Fabiana Maris
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.
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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
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