TY - GEN
T1 - A experiência de aprendizagem baseada em projetos interdisciplinares em um novo campus de engenharia sob a perspectiva dos discentes
AU - Correia, Waydja C.
AU - Ghislandi, Marcos G.
AU - Lima, Rui M.
AU - Mesquita, Diana
AU - Amorim, Maria Conceição
N1 - Publisher Copyright:
© 2016, University of Minho. All rights reserved.
PY - 2016
Y1 - 2016
N2 - This work aims to describe the experience of Project Based Learning (PBL) in the course of Mechanical Engineering (Engineering Campus - UACSA) of the Federal Rural University of Pernambuco (UFRPE), Brazil. To this end, it were considered both the perceptions of the students and also the data analysis, collected from 20 students, about the experience. The questionnaire answered by the students was organized around six topics: theme of the project, developed competences and learning skills, teamwork, role of teachers, the project assessment and project as a teaching-learning methodology. Also they wrote on the positive and less positive aspects and pointed suggestions for the implementation of PBL. Concisely, the survey results revealed that teamwork, the need for interpersonal relationships and the development of soft skills (autonomy, initiative and creativity in creating the prototype, research capacity, decision, organization, problem solving, time management) are prominent positive aspects, added to the fact that PBL brings the chance for the students to put into practice the theoretical knowledge acquired during the course. Problems for the project's implementation were identified as: lack of instruments and conditions given to students for the development of the prototype, the dense load of disciplines of the semester, the non-suitability of some disciplines involved in the project, plus the bad interaction between them. Besides the fact that there was the need for greater dialogue between the disciplines of the semester and/or a more substantial adjustment of the Pedagogical Course Project (PPC), the PBL as a teaching-learning methodology in the course of Mechanical Engineering met the main expectations, and also collaborated for integration, socialization and learning of students. Therefore it is defended its permanence and expansion (over all semesters of the course) at UACSA/ UFRPE.
AB - This work aims to describe the experience of Project Based Learning (PBL) in the course of Mechanical Engineering (Engineering Campus - UACSA) of the Federal Rural University of Pernambuco (UFRPE), Brazil. To this end, it were considered both the perceptions of the students and also the data analysis, collected from 20 students, about the experience. The questionnaire answered by the students was organized around six topics: theme of the project, developed competences and learning skills, teamwork, role of teachers, the project assessment and project as a teaching-learning methodology. Also they wrote on the positive and less positive aspects and pointed suggestions for the implementation of PBL. Concisely, the survey results revealed that teamwork, the need for interpersonal relationships and the development of soft skills (autonomy, initiative and creativity in creating the prototype, research capacity, decision, organization, problem solving, time management) are prominent positive aspects, added to the fact that PBL brings the chance for the students to put into practice the theoretical knowledge acquired during the course. Problems for the project's implementation were identified as: lack of instruments and conditions given to students for the development of the prototype, the dense load of disciplines of the semester, the non-suitability of some disciplines involved in the project, plus the bad interaction between them. Besides the fact that there was the need for greater dialogue between the disciplines of the semester and/or a more substantial adjustment of the Pedagogical Course Project (PPC), the PBL as a teaching-learning methodology in the course of Mechanical Engineering met the main expectations, and also collaborated for integration, socialization and learning of students. Therefore it is defended its permanence and expansion (over all semesters of the course) at UACSA/ UFRPE.
KW - Engineering education
KW - PBL process evaluation
KW - Project-based learning
UR - http://www.scopus.com/inward/record.url?scp=85020757138&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85020757138
T3 - International Symposium on Project Approaches in Engineering Education
SP - 463
EP - 474
BT - PAEE ALE 2016 - 8th International Symposium on Project Approaches in Engineering Education and 14th Active Learning in Engineering Education Workshop
A2 - Fernandes, Sandra
A2 - van Hattum-Janssen, Natascha
A2 - Lima, Rui M.
A2 - Sousa, Rui M.
A2 - Alves, Anabela
A2 - Dinis-Carvalho, Jose
A2 - Bettaieb, Lamjed
A2 - Costa, Nelson
A2 - Villas-Boas, Valquiria
A2 - Menezes, Andromeda
A2 - Mesquita, Diana
A2 - de Graaff, Erik
PB - University of Minho, Communication and Society Research Centre
T2 - 8th International Symposium on Project Approaches in Engineering Education and 14th Active Learning in Engineering Education Workshop, PAEE ALE 2016
Y2 - 6 July 2016 through 8 July 2016
ER -
