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Advisor(s)
Abstract(s)
O presente estudo, intitulado “Metodologias Ativas na educação superior: como
docentes e discentes percebem a implementação das metodologias Sala de
Aula Invertida e Aprendizagem Baseada em Problemas”, tem como proposta
identificar as percepções de docentes e discentes relativamente à
implementação de metodologias ativas, evidenciando potencialidades,
expectativas, dificuldades, avaliações e resultados obtidos a partir das
experiências vividas na aprendizagem com metodologias ativas. Para tanto,
inicialmente a investigação faz uma abordagem histórica sobre a educação
superior no Brasil, analisando os aspectos legislativos e metodológicos. Em
seguida, são apresentadas as teorias de aprendizagem que embasam as
metodologias ativas, para, a partir disto, caracterizar tais metodologias. São
apresentados, ainda, os tipos de metodologias ativas, com ênfase nos métodos
Aprendizagem Baseada em Problemas e Sala de Aula Invertida. Após esse
primeiro processo, são apresentados os instrumentos de coleta de dados,
entrevista e questionário on-line, além da metodologia da pesquisa e do
processo para a obtenção dos dados, bem como estes foram categorizados e
analisados. Por fim, os resultados são analisados, sob a ótica de professores e
alunos, fazendo uma comparação entre as suas percepções. A pesquisa
concluiu que, apesar das dificuldades apresentadas, professores e alunos
veem que as metodologias ativas sala de aula invertida e aprendizagem
baseada em problemas têm um grande potencial para a promoção da
autonomia, aprendizagem e motivação dos alunos no ensino superior.
The present study entitled “Active teaching-learning methodologies in Higher Education: how teachers and students perceive the implementation of the Flipped classroom and Problem-Based Learning methodologies” aims to identify the perceptions of teachers and students regarding the implementation of active methodologies, seeking to highlight potentialities, expectations, difficulties, evaluations, and results obtained from the experiences lived in learning with active teaching-learning methodologies. Initially, the investigation takes a historical approach to higher education in Brazil, analyzing the legislative and methodological aspects. Secondly, the learning theories that support the active teaching-learning methodologies are presented in order to characterize these methodologies. The types of active teaching-learning methodologies are also presented, with emphasis on the Problem-Based Learning and flipped classroom methods. After this first process, the data collection instruments, online interview and questionnaire, the research methodology, and the process for obtaining the data are presented, as well as these were categorized and analyzed. Finally, the results are analyzed, from the perspective of teachers and students, making a comparison between their perceptions. The research concluded that, despite the difficulties presented, teachers and students see that active teaching-learning methodologies flipped classroom and problem-based learning have great potential for promoting students' autonomy, learning, and motivation in higher education.
The present study entitled “Active teaching-learning methodologies in Higher Education: how teachers and students perceive the implementation of the Flipped classroom and Problem-Based Learning methodologies” aims to identify the perceptions of teachers and students regarding the implementation of active methodologies, seeking to highlight potentialities, expectations, difficulties, evaluations, and results obtained from the experiences lived in learning with active teaching-learning methodologies. Initially, the investigation takes a historical approach to higher education in Brazil, analyzing the legislative and methodological aspects. Secondly, the learning theories that support the active teaching-learning methodologies are presented in order to characterize these methodologies. The types of active teaching-learning methodologies are also presented, with emphasis on the Problem-Based Learning and flipped classroom methods. After this first process, the data collection instruments, online interview and questionnaire, the research methodology, and the process for obtaining the data are presented, as well as these were categorized and analyzed. Finally, the results are analyzed, from the perspective of teachers and students, making a comparison between their perceptions. The research concluded that, despite the difficulties presented, teachers and students see that active teaching-learning methodologies flipped classroom and problem-based learning have great potential for promoting students' autonomy, learning, and motivation in higher education.
Description
Dissertação de Mestrado, Educação (Área de Especialidade em Educação e Tecnologias Digitais), Universidade de Lisboa, Instituto de Educação, 2021
Keywords
Metodologias Aprendizagem baseada em problemas Professores Alunos Teses de mestrado - 2021