TY - GEN
T1 - The perceptions of faculty engaged in a curricular change to project based learning in an engineering school at Brazil
AU - Neto, Octavio Mattasoglio
AU - Lima, Rui M.
AU - Mesquita, Diana
AU - Ciciliano, Mylla Moreno
AU - Losovoi, Geysa
N1 - Publisher Copyright:
© 2016, University of Minho. All rights reserved.
PY - 2016
Y1 - 2016
N2 - The curricular change of an engineering school had as guideline the partial replacement of traditional school activities by Projects and Workshops, which put students as the main protagonists in the learning process, working actively. In this context, faculty were encouraged to propose activities that fulfil this request. Teachers from various specialties and even those who work in more advanced disciplines have submitted their proposals, which were offered to freshman students of an engineering course. The opening of the new curriculum began in 2015 when those activities were introduced in the course. The aim of this study is to know, analyze and evaluate the perception from teachers engaged in create these Projects and Workshops to this new curriculum. The survey was conducted from two focus groups, one with teachers’ proponents of Projects and other with teachers’ proponents of Workshops. The results show that the teachers attribute different meanings to the goals, strategies, evaluation and their own role in the process, though all the activities aim to ensure a common basis on engineering knowledge, which reflects the inductive character chosen in the curricular change.
AB - The curricular change of an engineering school had as guideline the partial replacement of traditional school activities by Projects and Workshops, which put students as the main protagonists in the learning process, working actively. In this context, faculty were encouraged to propose activities that fulfil this request. Teachers from various specialties and even those who work in more advanced disciplines have submitted their proposals, which were offered to freshman students of an engineering course. The opening of the new curriculum began in 2015 when those activities were introduced in the course. The aim of this study is to know, analyze and evaluate the perception from teachers engaged in create these Projects and Workshops to this new curriculum. The survey was conducted from two focus groups, one with teachers’ proponents of Projects and other with teachers’ proponents of Workshops. The results show that the teachers attribute different meanings to the goals, strategies, evaluation and their own role in the process, though all the activities aim to ensure a common basis on engineering knowledge, which reflects the inductive character chosen in the curricular change.
KW - Curricular change
KW - Faculty perceptions
KW - Project based learning
UR - http://www.scopus.com/inward/record.url?scp=85020724350&partnerID=8YFLogxK
M3 - Conference contribution
AN - SCOPUS:85020724350
T3 - International Symposium on Project Approaches in Engineering Education
SP - 221
EP - 228
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 -
