Dissertations / Theses: 'Problem-Based Learning (PBL)'

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Burckhardt, Gustavo. "RPG (Roleplaying games) E PBL (Problem based learning)." Florianópolis, SC, 2004. http://repositorio.ufsc.br/xmlui/handle/123456789/87046.

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Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro Tecnológico. Programa de Pós-Graduação em Engenharia de Produção.
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O ensino a distância cada vez mais está se firmando como um meio de ensino, sobretudo na sua modalidade de e-learning. Embora exista uma crescente capacidade dos computadores e da web na disseminação e acesso à informação, a metodologia de ensino-aprendizagem adotada ainda remete à similaridade com o processo formal e a relação professor-aluno de um ambiente presencial. Este fato limita a capacidade de aquisição e troca de conhecimento de comunidades virtuais. No caso de ensino isto torna-se um fator decisivo no sucesso da elaboração de uma estratégia via e-learning. O objetivo deste trabalho é especificar um modelo computacional de ensino-aprendizagem que redefine a relação aluno-professor em níveis compatíveis com a eficácia computacional das mídias e meios de comunicação. Para atingir tal objetivo, o modelo citado baseou-se nas premissas advindas das teorias de PBL e RPG. A prática do RPG é utilizada para desenvolver ambientes lúdicos que promovam a motivação, socialização e cooperação no modelo. O PBL fornece um marco teórico para centrar a aprendizagem, no ambiente lúdico, no indivíduo e no problema a ser resolvido. Aos efeitos de exemplificar o modelo proposto, são apresentados no trabalho três RPGs focados, respectivamente, na prevenção no uso de drogas, no treinamento de auditores ambientais, e na estratégia de ensino de diversos temas através de uma viagem no tempo. Distance Education each time more it is firming itself as a way of education, over all in its modality of e-learning. Although it exists an increasing capacity of the computers and web in the dissemination and access to the information, the methodology of teach-learning adopted still sends to the similarity with the formal process and the relation professor-pupil of an presencial environment. This fact limits the capacity of acquisition and exchange of knowledge of virtual communities. In the education case this becomes a decisive factor in the success of the elaboration of a strategy via e-learning. The objective of this work is to specify a computational model of teach-learning that redefines the relation pupil-professor in compatible levels with the computational effectiveness of the medias and communication medias. To reach such objective, the cited model was based on the premises of the theories of PBL and RPG. The practical one of the RPG is used to develop surrounding playful that promotes the motivation, socialization and cooperation in the model. The PBL supplies a theoretical landmark to center the learning, in the playful environment, the individual and the to be decided problem. To the effect of to exemplify the considered model, they are presented in the work three RPGs focused, respectively, in the prevention in the use of drugs, the training of ambient auditors, and in the strategy of education of diverse subjects through a trip in the time.

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Pagander, Lisa, and Jason Read. "Is Problem-Based Learning (PBL) An Effective Teaching Method? : A Study Based on Existing Research." Thesis, Linköpings universitet, Institutionen för kultur och kommunikation, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-107712.

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Abstract The purpose of this paper is to examine the empirical research supporting the effectiveness, orineffectiveness of PBL as a teaching method. Secondly, if PBL is an effective method, what does researchsay about the relevance of PBL in connection to the Swedish secondary school curriculum. We took an indepth,critical look at the existing research to find any commonalities or any major contradictory findings.Results show that there is contradictory evidence regarding the effectiveness of PBL as a teachingmethod with the majority of support for PBL coming from the educational medicine field. Results also showthat very little research exists concerning how PBL relates to the guidelines set out in the Swedish Schoolcurriculum (GY11).After presenting the results we discuss the implications that PBL present as a teaching method, aswell as major problems encountered, and how these findings relate to the teaching profession in Sweden.Lastly, we discuss how further research could be beneficial to support the use of PBL.

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David, Iuliana. "Road Traffic Safety Problem Based Learning Module." Thesis, Linköping University, Department of Science and Technology, 2008. http://urn.kb.se/resolve?urn=urn:nbn:se:liu:diva-14691.

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Road traffic safety has increasingly become in need of educated road safety professionals, as the number of accidents in the World Health Organization member countries exceeds one million. The profession itself is transitioning from experience based decision making to empirical, theoretical and mathematical based solutions. However, road traffic safety is a multidiscipline, crossing over many fields and requiring a high degree of communication between different institutions. There are very few institutions that provide programs in the field; furthermore, they employ traditional lecture-based teaching methods. The traditional teaching environment does not fulfill the educational needs of future traffic safety professionals due to its rigidity and lack of problem solving exercises.

An alternative method, namely problem based learning, is recommended as an alternative teaching method in this paper. The thesis is constructed in such a way as to develop a complete road traffic safety educational module at graduate and post graduate level.

The theoretical basis on which a road traffic safety module is later built is presented in the first part of the thesis. Major concepts in road traffic safety, as well as problem based learning methods are investigated. In addition, a literature review SWOT analysis based on literature is conducted.The module development consists of establishing the road traffic safety learning goals for each segment in the module, appropriate assessment criteria and group work format. The module contains gradual difficulty level problems, starting from the easiest topic and easiest format (closed ended problem) and ending with the hardest topic and hardest format (open ended problem).

The last section employs the SWOT analysis findings in the theoretical section to develop a SWOT analysis of the road traffic safety module presented in the thesis.

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Gibbings, Peter. "Experience of problem-based learning (PBL) in virtual space : a phenomenographical study." Thesis, Queensland University of Technology, 2008. https://eprints.qut.edu.au/26423/1/Peter_Gibbings_Thesis.pdf.

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This thesis reports the outcomes of an investigation into students’ experience of Problem-based learning (PBL) in virtual space. PBL is increasingly being used in many fields including engineering education. At the same time many engineering education providers are turning to online distance education. Unfortunately there is a dearth of research into what constitutes an effective learning experience for adult learners who undertake PBL instruction through online distance education. Research was therefore focussed on discovering the qualitatively different ways that students experience PBL in virtual space. Data was collected in an electronic environment from a course, which adopted the PBL strategy and was delivered entirely in virtual space. Students in this course were asked to respond to open-ended questions designed to elicit their learning experience in the course. Data was analysed using the phenomenographical approach. This interpretative research method concentrated on mapping the qualitative differences in students’ interpretations of their experience in the course. Five qualitatively different ways of experiencing were discovered: Conception 1: ‘A necessary evil for program progression’; Conception 2: ‘Developing skills to understand, evaluate, and solve technical Engineering and Surveying problems’; Conception 3: ‘Developing skills to work effectively in teams in virtual space’; Conception 4: ‘A unique approach to learning how to learn’; Conception 5: ‘Enhancing personal growth’. Each conception reveals variation in how students attend to learning by PBL in virtual space. Results indicate that the design of students’ online learning experience was responsible for making students aware of deeper ways of experiencing PBL in virtual space. Results also suggest that the quality and quantity of interaction with the team facilitator may have a significant impact on the student experience in virtual PBL courses. The outcomes imply pedagogical strategies can be devised for shifting students’ focus as they engage in the virtual PBL experience to effectively manage the student learning experience and thereby ensure that they gain maximum benefit. The results from this research hold important ramifications for graduates with respect to their ease of transition into professional work as well as their later professional competence in terms of problem solving, ability to transfer basic knowledge to real-life engineering scenarios, ability to adapt to changes and apply knowledge in unusual situations, ability to think critically and creatively, and a commitment to continuous life-long learning and self-improvement.

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Gibbings, Peter. "Experience of problem-based learning (PBL) in virtual space : a phenomenographical study." Queensland University of Technology, 2008. http://eprints.qut.edu.au/26423/.

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This thesis reports the outcomes of an investigation into students’ experience of Problem-based learning (PBL) in virtual space. PBL is increasingly being used in many fields including engineering education. At the same time many engineering education providers are turning to online distance education. Unfortunately there is a dearth of research into what constitutes an effective learning experience for adult learners who undertake PBL instruction through online distance education. Research was therefore focussed on discovering the qualitatively different ways that students experience PBL in virtual space. Data was collected in an electronic environment from a course, which adopted the PBL strategy and was delivered entirely in virtual space. Students in this course were asked to respond to open-ended questions designed to elicit their learning experience in the course. Data was analysed using the phenomenographical approach. This interpretative research method concentrated on mapping the qualitative differences in students’ interpretations of their experience in the course. Five qualitatively different ways of experiencing were discovered: Conception 1: ‘A necessary evil for program progression’; Conception 2: ‘Developing skills to understand, evaluate, and solve technical Engineering and Surveying problems’; Conception 3: ‘Developing skills to work effectively in teams in virtual space’; Conception 4: ‘A unique approach to learning how to learn’; Conception 5: ‘Enhancing personal growth’. Each conception reveals variation in how students attend to learning by PBL in virtual space. Results indicate that the design of students’ online learning experience was responsible for making students aware of deeper ways of experiencing PBL in virtual space. Results also suggest that the quality and quantity of interaction with the team facilitator may have a significant impact on the student experience in virtual PBL courses. The outcomes imply pedagogical strategies can be devised for shifting students’ focus as they engage in the virtual PBL experience to effectively manage the student learning experience and thereby ensure that they gain maximum benefit. The results from this research hold important ramifications for graduates with respect to their ease of transition into professional work as well as their later professional competence in terms of problem solving, ability to transfer basic knowledge to real-life engineering scenarios, ability to adapt to changes and apply knowledge in unusual situations, ability to think critically and creatively, and a commitment to continuous life-long learning and self-improvement.

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Borochovicius, Eli. "Avalia??o do Problem-Based Learning no curso de administra??o." Pontif?cia Universidade Cat?lica de Campinas, 2012. http://tede.bibliotecadigital.puc-campinas.edu.br:8080/jspui/handle/tede/705.

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The Problem-Based Learning (PBL) method aims to make students capable of building their knowledge in conceptual, procedural and attitudinal ways by posing problems that will introduce them to situations designed to motivate them and prepare them for the working world. Problems are designed as simulations similar to real world challenges. Two questions were formulated: 1. When evaluating the work of the PBL method, applied to the course of business administration, can it be stated that it agrees with the theoretical assumptions of the PBL method? 2. What are the challenges to improving the PBL in the business administration course? This PBL method, used in a university in the state of S?o Paulo, in the course of business administration, led us to perform research, and specifically: 1. To evaluate the consistency between the theory and the application of method; 2. Analyze the teaching tools currently used for the development of the method, in order, to verify its effectiveness with respect to meeting the objectives outlined by PBL; 3. Identify possible changes aimed at improving the application of the method based on ideas from teachers and students. We analyze specifically the disciplines of finance, involving theoretical and mathematical concepts. To meet the proposed objectives, we use three instruments for data collection: document analysis of the pedagogical project of the course and instructional materials used for the development of PBL, interviews with all (five) teachers of the finance department, with the former director the Center for Economics and Business Administration, with the former director of the School of Management and with the acting director of the School of Management, and finally with a questionnaire given to 50 students of business administration who have already studied finance. The results indicate that there is consistency between the theory and the application of PBL in the Financial Management discipline, but there are, according to the teachers, a difficulty in the applying the PBL method in Financial Mathematics. In view of both the students and teachers, the PBL method enables the building of conceptual and attitudinal knowledge. The paper also emphasizes the difficulties with the PBL method and necessity for improvement in the application of the PBL method. We emphasize the need for some improvement in teaching practice with regard to the requirements for completing the reports made by the students; the discussion of the definition of the roles undertaken by students (leader, writer, spokesman and researchers) at the beginning of each module; the recommendation of having another second teacher working with the primary teacher in library and correcting reports, reducing the workload of the primary teacher; the panel discussion on the possibility of reversing the weights of formative and summative assessment which currently represent 40% and 60% respectively, highlighting assessment instruments which need to be reviewed. It is expected that the results of our study can be used as a source of information and improvement of the PBL
O m?todo Problem-Based Learning (PBL) tem como prop?sito tornar o aluno capaz de construir o aprendizado conceitual, procedimental e atitudinal por meio de problemas propostos que o exp?e a situa??es motivadoras e o prepara para o mundo do trabalho com simula??es pr?ximas ? realidade que enfrentar?. Duas quest?es norteadoras foram formuladas: 1. Ao se avaliar o trabalho desenvolvido a partir do m?todo PBL, aplicado no curso de Administra??o, pode-se afirmar que o mesmo est? de acordo com os pressupostos te?ricos do referido m?todo?; 2. Quais os desafios para o aprimoramento do PBL no curso de Administra??o? O referido m?todo, utilizado em uma universidade do interior do estado de S?o Paulo, no curso de Administra??o, nos motivou a realizar a pesquisa, e especificamente: 1. Avaliar a coer?ncia entre os pressupostos te?ricos e a aplica??o do m?todo; 2. Analisar os instrumentos did?ticos atualmente empregados para o desenvolvimento do m?todo, com a finalidade de verificar sua efici?ncia no que tange ao cumprimento dos objetivos tra?ados pelo PBL; 3. Identificar poss?veis mudan?as visando o aprimoramento da aplica??o do m?todo a partir das concep??es de docentes e discentes. Analisamos, especificamente, as disciplinas de finan?as, que envolvem conceitos te?ricos e matem?ticos. Para responder aos objetivos propostos, utilizamos tr?s instrumentos na coleta de dados: an?lise documental do Projeto Pedag?gico do curso e de materiais instrucionais utilizados para o desenvolvimento do PBL; entrevistas com todos os professores (cinco) do grupo de finan?as, com o ex-diretor do Centro de Economia e Administra??o, com o ex-diretor da Faculdade de Administra??o e com o diretor em exerc?cio da Faculdade de Administra??o; e aplica??o de question?rio com 50 alunos do curso de Administra??o que j? cursaram a disciplina de finan?as. Os resultados obtidos indicam que h? coer?ncia entre os pressupostos te?ricos e a aplica??o do PBL na disciplina de Administra??o Financeira, mas h?, segundo os docentes, uma dificuldade na aplica??o do referido m?todo na disciplina de Matem?tica Financeira. Na vis?o dos alunos e docentes o m?todo propicia a constru??o de conhecimentos conceituais e atitudinais. O trabalho enfatiza, ainda, as dificuldades e necessidades de aprimoramento na aplica??o do referido m?todo. Destacamos a necessidade de alguns aprimoramentos na pr?tica docente no que se refere ?s exig?ncias de preenchimento dos relat?rios realizados pelos alunos; ? discuss?o da defini??o dos pap?is desenvolvidos pelos alunos (l?der, redator, porta-voz e pesquisadores) no in?cio de cada m?dulo; ? recomenda??o de se ter um segundo docente trabalhando em conjunto em biblioteca e corrigindo os relat?rios, reduzindo a carga de trabalho do professor titular; ? discuss?o do grupo sobre a possibilidade de se inverter os pesos da avalia??o formativa e somativa que hoje representam 40% e 60% respectivamente, salientando que os instrumentos de avalia??o precisam ser revistos. ? esperado que os resultados obtidos possam servir como fonte de informa??o e de aprimoramento do uso do m?todo PBL em cursos do ensino superior, em especial, no curso de Administra??o.

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Imafuku, Rintarō, and 今福輪太郎. "Cultural dimensions of Japanese students' participation in PBL tutorials." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hub.hku.hk/bib/B50533812.

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Problem-based learning (PBL) is a learner-centred approach “that empowers learners to conduct research, integrate theory and practice, and apply knowledge and skills to develop a viable solution to a defined problem” (Savery, 2006, p. 12). Thus, the PBL classes differ pedagogically from traditional teacher-led classes. This learner-centred pedagogy, which was originally developed in medical education at a Canadian university in the late 1960s, was first incorporated into a tertiary-level curriculum in Japan in 1990. Since its initiation, 75 Japanese medical schools (94%) have adopted the PBL approach in their curriculum. Notwithstanding the great interest in using PBL in Japanese medical education, there is little qualitative research on the cultural dimensions of students’ participation in PBL tutorials. This study explored these issues by providing a close examination of classroom discourse and students’ introspection on their learning in PBL tutorials. In this qualitative case study, nine focal students and 36 of their group members, all of whom were first-year undergraduate students at a Japanese university, were selected as the main research participants. Data were collected over an entire academic year through classroom observations, video-recordings of PBL tutorials and interviews. Analysis of the classroom interactions involved the application of classroom discourse analysis (Eggins & Slade, 1997; Sinclair & Coulthard, 1975; Tsui, 1994). Moreover, interview data were analyzed by following a Grounded Theory approach (Strauss & Corbin, 1998) to provide further insights into their changing thoughts during their ongoing participation. Grounded in the notion of community of practice (Lave & Wenger, 1991; Wenger, 1998), this study examined the cultural dimensions of Japanese students’ participation in PBL tutorials. In particular, it focused on gaining a better understanding of what they actually do in the discussions, identifying factors mediating their participation and examining the relationships between their actual engagement and thoughts in the tutorials. In this study, there was considerable variation amongst the Japanese students in the ways they participated in and responded to PBL practices. Furthermore, this study demonstrated that their participation was mediated by their cultural assumptions, recognition of competence, negotiation of power relations and identity formation as a group member in the social context of PBL tutorials. Therefore, Japanese students cannot simply be categorized into quiet, passive and dependent learners. Rather, their ongoing participation in PBL tutorials is situated in the specific cultural context. The findings suggest that exploring the cultural dimensions of students’ participation and negotiation of identities, power relations and competence provides a broad view of their learning, including their ways of knowing, doing and being a member in a context of student-centered classroom. This study concluded that the inquiry into Japanese students’ participation contributed to our understanding of the processes of students’ learning and the social and cultural factors mediating their participation in a new classroom community. In particular, the mere adoption of a certain approach of learning will not bring about positive learning outcomes. It should be noted that students’ participation in a new classroom context involves complex, dynamic, social and cultural processes.
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Education
Doctoral
Doctor of Philosophy

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Chesani, Fabíola Hermes. "Limites e possibilidade do Problem Based Learning (PBL) na formação do fisioterapeuta." reponame:Repositório Institucional da UFSC, 2014. https://repositorio.ufsc.br/xmlui/handle/123456789/129467.

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Tese (doutorado) - Universidade Federal de Santa Catarina, Programa de Pós-Graduação em Educação Científica e Tecnológica, Florianópolis, 2014.
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A atuação docente tanto no Brasil quanto em Portugal necessita de mudanças de paradigmas quanto aos modelos pedagógicos e à concepção em saúde, uma vez que o conhecimento na área da saúde pode ser construído partindo da lógica de uma pedagogia centrada no professor, bem como da lógica de uma pedagogia em que há uma interrelação entre professor e aluno. Na saúde destaca-se a necessidade de superação de modelos centrados na doença em direção aos modelos centrados na saúde. Entendemos que a superação deste modelo biomédico para o modelo integral em saúde pode acontecer diante de uma prática pedagógica problematizadora, sendo essencial a investigação sobre as metodologias elencadas neste processo. As metodologias ativas de ensino que se propõem problematizadoras são a Metodologia Problematizadora - Teoria do Arco de Maguerez e o Problem Based Learning (PBL). Neste contexto o objetivo geral deste estudo foi investigar os limites e as possibilidades do PBL na formação do fisioterapeuta. Especificamente propomos: vivenciar um modelo curricular que adota o PBL de forma integral, conhecer e refletir sobre a percepção dos discentes e docentes neste modelo integral e colaborar acerca das possíveis contribuições no ensino superior em Fisioterapia. O método utilizado foi de natureza qualitativa e na forma de um estudo de caso. Os dados foram coletados no curso de Fisioterapia na Escola Superior de Tecnologia em Saúde do Porto, em Portugal, e os participantes desta pesquisa foram os docentes e discentes do curso. As técnicas de coleta de dados foram: entrevistas, questionários e observações em sala de aula. Os dados coletados foram analisados por meio da Análise do Conteúdo e posteriormente triangulados. As questões que nortearam as entrevistas e os questionários foram divididas em três blocos temáticos e posteriormente separados em categorias e subcategorias. Os três blocos temáticos definidos a priori foram sobre a concepção do processo saúde doença, percepção do PBL e enfoque do currículo. No bloco temático "concepção em saúde" emergiram quatro categorias: saúde como ausência de doença, saúde como bem estar, saúde relacionada aos determinantes sociais e percepção do sujeito. No bloco temático "percepção do PBL" emergiram duas categorias, aprendizagem e interdisciplinaridade. Na categoria "aprendizagem" emergiram cinco subcategorias: bases teóricas, relação teoria e prática, tempo de estudo, estudo independente e trabalho em grupo. Na categoria "interdisciplinaridade" surgiu uma subcategoria a equipe multidisciplinar.Da categoria "enfoque do currículo" apontaram duas subcategorias: enfase reabilitadora e promoção da saúde a população. Em seguida propomos possíveis contribuições para o ensino superior em Fisioterapia através da formação continuada dos professores, apontando cinco possibilidades metodológicas: rodas de discussão, círculo de cultura de Paulo Freire, rede docente de fisioterapeuta de SC ou de Portugal, serviço de apoio ao docente e o Arco de Maguerez. Também propomos uma projeção de trabalho que leve em consideração os aspectos metodológicos pedagógicos e os conteúdos de ensino que abordem a saúde no seu contexto integral. Por fim, indicamos como limites do PBL na formação do fisioterapeuta a percepção do processo saúde-doença, a falta de bases teóricas, falta de participação dos alunos, diferença de personalidades e estudo individualizado. As potencialidades identificadas foram: boa comunicação, trabalho em conjunto promovendo habilidades profissionais, interajuda e a discussão de assuntos, como a integração dos conteúdos, o estudo independente. Este trabalho aponta indícios de que nas formações investigadas o PBL possui mais limites do que possibilidades no que se refere a formação de um profissional mais crítico, reflexivo e humanista. Ainda reconhecemos a possibilidade do PBL enquanto prática pedagógica em prol de uma formação mais humana e crítica, desde que seja vivenciado enquano método ativo de ensino nos moldes apontados na literatura.

Abstract : The faculty action both in Brazil and in Portugal require paradigm shifts as pedagogical modeling and conception in health, since knowledge in healthcare can be built based on the logic of a teacher -centered pedagogy, as well as the logic a pedagogy in which the is an interrelationship between teacher and student. In health there is the overcoming of models centered on the disease toward models centered on health. We understand that overcoming this integral model for biomedical health model only happens before a problem- pedagogical practice, research on the methodologies listed in this process is essential. Active teaching methodologies that purport problematizing are problematical Methodology - Theory of Arch Maguerez and Problem Based Learning (PBL). In this context the aim of this study was to investigate the limits and possibilities of PBL in the education of physiotherapists. Specifically we propose: experience a curriculum model that adopts the PBL holistically, learn and reflect on the perception of students and teachers in this integrated model and collaborate on possible contributions to higher education in Physiotherapy. The method used was qualitative in nature and as a case study. Data were collected in the course of physiotherapy in the School of Health Technology of Porto, in Portugal, and the participants in this study were teachers and students of the course. The techniques of data collection were interviews, questionnaires and observations in the classroom. The collected data were analyzed by analysis of Content and later triangulate. The questions that guided the interviews and the questionnaires were divided into three thematic blocks and subsequently separated into categories and subcategories. The three thematic blocks were found on the conception of health-disease process, perception and focus of the PBL curriculum. In thematic block "conception of health" emerged four categories: health as absence of disease, health and wellness, health related to social determinants and perception of the subject. In thematic block "perception of PBL" fell into two categories, learning and interdisciplinarity. In the category "learning" emerged four subcategories: theoretical, theory and practice relationship, study time, independent study and group work. In category "interdisciplinarity" a subcategory emerged interdisciplinary team. In category "curricular approach" showed two subcategories: rehabilitative emphasis and promotion of population health. Then we propose possible contributions to higher education in Physiotherapy through continued training of teachers, pointing five methodological possibilities: discussion groups,crop circle of Paulo Freire, teaching network of physiotherapist SC or Portugal, to support the teaching service and arch Maguerez. We also propose a projection of work that takes into account the pedagogical and methodological aspects of the teaching contents to address the health in its full context. Finally, we set limits on the PBL training physical therapists' perceptions of the health- disease process, the lack of theoretical bases, lack of student participation, differences in personalities and individual study. The potentials were identified: good communication, working together to promote professional skills, mutual aid and discussing issues such as the integration of content, independent study. This work shows evidence that the configurations investigated PBL has more limits than possibilities as regards the formation of a more critical, reflective and humanistic professional. Still, we recognize the possibility of PBL as a teaching practice towards a more humane and critical training, since that is experienced while active teaching method in the manner indicated in the literature.

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Cavalcante, Ana Neiline. "AnÃlise da ProduÃÃo BibliogrÃfica sobre Problem-Based Learning (PBL) em quatro periÃdicos selecionados." Universidade Federal do CearÃ, 2016. http://www.teses.ufc.br/tde_busca/arquivo.php?codArquivo=17220.

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O presente trabalho se trata de uma revisÃo integrativa com o objetivo de analisar as caracterÃsticas bibliomÃtricas da produÃÃo cientÃfica empÃrica sobre PBL em periÃdicos de referÃncia em EducaÃÃo MÃdica no Brasil e no Mundo de 2005 a 2014, e recomendar direcionamentos para futuras pesquisas. Dos artigos do corpus, foram extraÃdos os seguintes dados: Ano de PublicaÃÃo, CenÃrio do Estudo, Objetivos do Estudo, Tipo de Estudo, Principais ConclusÃes e Diretrizes para Pesquisas Futuras assinaladas pelos autores. No que concerne aos artigos publicados nos trÃs periÃdicos internacionais, observamos que tiveram por cenÃrio Escolas MÃdicas de todos os continentes, sendo que n=6 estudos eram multicÃntricos. Quando analisamos os dados referentes Ã distribuiÃÃo dos estudos nacionais entre os Estados, podemos ver que os mesmos se concentram nas regiÃes Sul e Sudeste. No que se refere aos objetivos dos estudos analisados, observamos que hÃ uma predominÃncia na busca da efetividade do PBL, ou seja, nos resultados, em termos de desempenho, seja na formaÃÃo ou na prÃtica mÃdica, dos alunos que sÃo submetidos a esse mÃtodo, e em termos de comparaÃÃo entre esses resultados e aqueles obtidos com os mÃtodos tradicionais. Quanto Ã tendÃncia da quantidade de artigos sobre PBL publicados nos Ãltimos 10 anos, observamos uma significativa reduÃÃo da quantidade de artigos publicados nos trÃs periÃdicos internacionais de 2005 a 2010. No caso do periÃdico nacional, nossos dados sugerem que a produÃÃo cientÃfica sobre PBL no Brasil ainda Ã incipiente. No que se refere aos mÃtodos de pesquisa utilizados nos estudos publicados nos quatro periÃdicos selecionados, observamos a predominÃncia dos mÃtodos quantitativos, com predomÃnio do Survey (n=26). As principais conclusÃes dos estudos seguem a mesma linha dos objetivos. Elas mostram os resultados positivos do PBL tanto na formaÃÃo mÃdica quanto em suas repercussÃes para a prÃtica profissional. Quanto Ãs diretrizes para futuras pesquisas, vemos que hÃ uma inclinaÃÃo para a realizaÃÃo de mais estudos que investiguem a efetividade do PBL, assim como mais estudos comparativos. Em conclusÃo podemos dizer que a pesquisa sobre PBL ainda Ã incipiente, ainda precisamos avanÃar na realizaÃÃo de mais estudos que busquem responder a questÃes mais teorico-metodolÃgicas e epistemolÃgicas do mÃtodo. Sem deixar de observar a qualidade das pesquisas que estÃo sendo realizadas, pois quanto mais qualidade tiverem melhor irÃo subsidiar a tomada de decisÃes. Um dado bem promissor Ã o PBL tem despertado o interesse de pesquisadores mundo fora. Isso mostra que o mÃtodo, apesar de seus rigorosos passos, pode se adaptar a diversas culturas e contatos educacionais diferentes. No entanto, nÃo podemos deixar de citar as limitaÃÃes desse estudo, visto que, para viabilizar a pesquisa, tivemos que reduzir as buscas a alguns periÃdicos, alÃm de fazer um corte temporal de 10 anos. Dessa forma recomenda-se a realizaÃÃo de pesquisa que englobem mais periÃdicos e em um espaÃo de tempo maior. Assim serÃ possÃvel se traÃar um panorama mais completo das publicaÃÃes sobre PBL.
The present study is an integrative review. The aim was analyze the bibliometric characteristics of empirical scientific literature on PBL in reference journals in medical education in Brazil and in the world from 2005 to 2014, and recommend directions for future research. The following data were extracted: Publication Year, Study Scenario Study Goals, Study Type, Key Findings and Directions for Future Research indicated by the authors. Regarding the articles published in three international journals, we found that had the Medical Schools scenario from all continents, where n = 6 studies were multicentric. when we analyze the data on the distribution of national studies among states, we can see that they are concentrated in the South and Southeast. As regards the objectives of the studies analyzed, we observed that there is a predominance in the pursuit of effectiveness of PBL, ie the results in terms of performance, whether in training or medical practice, students who are subjected to this method, and in terms of comparison between these results and those obtained with traditional methods. As the trend in the number of articles on PBL published in the last 10 years, we observed a significant reduction in the number of articles published in three international journals from 2005 to 2010. In the case of national periodical, our data suggest that the scientific literature on PBL in Brazil it is still incipient. As regards the research methods used in the studies published in the four selected journals, noted the predominance of quantitative methods, with a predominance of Survey (n = 26). The main conclusions of the studies follow the same line of goals. They show the positive results of both PBL in medical education and in their implications for professional practice. The guidelines for future research, we see that there is an inclination to carry out further studies to investigate the effectiveness of PBL, as well as more comparative studies. In conclusion we can say that research on PBL is still in its infancy, we still need to move forward in further studies that seek to answer more theoretical and methodological issues and epistemological method. While observing the quality of research being carried out, because the more quality have better will support decision-making. A very promising given is the PBL has aroused the interest of researchers outside world. This shows that the method, despite its rigorous steps, can adapt to different cultures and different educational contacts. However, we can not fail to mention the limitations of this study, since, to enable the research we had to reduce the search to some journals, in addition to a temporary cut of 10 years. Thus it is recommended to conduct research covering more regular and a long space. So it will be possible to draw a more complete picture of publications on PBL.

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Silva, Carmen Eliana da. "Estudo da aplicação do Problem Based Learning (PBL) no ensino superior de contabilidade." Pontifícia Universidade Católica de São Paulo, 2015. https://tede2.pucsp.br/handle/handle/1610.

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The constant change in the accounting area alongside with the technological evolution have brought about an improvement necessity for methods and techniques, which shall be helpful with the process of inserting students on the job market and also enabling them to have a wider view of the business world by developing the capacity to apply it on their professional lives. In this Scenario the Problem Based Learning PBL method was studied and applied on classes for the subjects Prática contábil informatizada I and II within the Accounting Course of the private college Estácio Europan in Cotia, São Paulo. The PBL was applied for students enrolled in the 4th semester in 2014 and in the 5th semester in 2015.The objective is to test whether this method is well received by students in class, considering that it is student based, differently from the traditional ones. This case was elaborated based on the real needs of a small company, considering a questionnaire developed with Sebrae s information about the reasons for a company to go out of business and the 7 sins of smalls companiesby José Carlos Marion; therefore the students have applied the method considering the identified problems. Further to that they answered a survey regarding the acquired knowledge and the applied method. The results obtained were compared by the means of a Chi-Square (where equal proportions were expected), which allowed to be identified that most of the students have considered the strategy as positive and motivating regarding their learning process and also that they were able to achieve the aimed objective, which means, the acquisition of knowledge upon the subject taught and the theory through the practice experienced by the method. The aforementioned results identify the acceptance of the applied method
Com as mudanças constantes na área Contábil e a evolução tecnológica, surge a necessidade do aperfeiçoamento de métodos e técnicas que possam inserir os estudantes no mercado de trabalho de forma que tenham uma visão abrangente do mundo dos negócios e desenvolvam capacidade para aplicar na vida profissional. Neste cenário, o método Problem Based Learning PBL (aprendizado baseado em problemas) foi estudado e aplicado nas aulas das disciplinas prática contábil informatizada I e II do curso de ciências contábeis, na faculdade privada Estácio Europan, em Cotia, São Paulo, para os alunos do 4º semestre de 2014 e 5º semestre de 2015. Oobjetivo é testar se este método é bem aceito pelos alunos em sala de aula, uma vez que ele é centrado no aluno, diferentemente dos métodos tradicionais. O caso foi elaborado tendo como base necessidades reais de uma empresa de pequeno porte, baseado em questionário desenvolvido com informações do Sebrae sobre causa mortis das empresas e os 7 pecados das pequenas empresas, por José Carlos Marion. Com base nos problemas identificados, os alunos aplicaram o método. Ao final, eles responderam a um questionário referente aos conhecimentos adquiridos e o método aplicado. Os resultados obtidos comparados por meio de um Qui-quadrado (proporções esperadas iguais) permitiu identificar que a maioria dos alunos considerou a estratégia como positiva e motivadorapara a sua aprendizagem e que alcançaram os objetivos almejados, ou seja, o conhecimento mediante os conteúdos ministrados, da teoria com a prática vivenciada pelo método. A referida resposta identifica a aceitação do método aplicado

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Cavalcante, Ana Neiline. "Análise da Produção Bibliográfica sobre Problem-Based Learning (PBL) em quatro periódicos selecionados." reponame:Repositório Institucional da UFC, 2016. http://www.repositorio.ufc.br/handle/riufc/17975.

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CAVALCANTE, A. N. Análise da Produção Bibliográfica sobre Problem-Based Learning (PBL) em quatro periódicos selecionados. 102 f. 2016. Dissertação (Mestrado em Saúde da Família) - Campus de Sobral, Universidade Federal do Ceará, 2016.
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The present study is an integrative review. The aim was analyze the bibliometric characteristics of empirical scientific literature on PBL in reference journals in medical education in Brazil and in the world from 2005 to 2014, and recommend directions for future research. The following data were extracted: Publication Year, Study Scenario Study Goals, Study Type, Key Findings and Directions for Future Research indicated by the authors. Regarding the articles published in three international journals, we found that had the Medical Schools scenario from all continents, where n = 6 studies were multicentric. when we analyze the data on the distribution of national studies among states, we can see that they are concentrated in the South and Southeast. As regards the objectives of the studies analyzed, we observed that there is a predominance in the pursuit of effectiveness of PBL, ie the results in terms of performance, whether in training or medical practice, students who are subjected to this method, and in terms of comparison between these results and those obtained with traditional methods. As the trend in the number of articles on PBL published in the last 10 years, we observed a significant reduction in the number of articles published in three international journals from 2005 to 2010. In the case of national periodical, our data suggest that the scientific literature on PBL in Brazil it is still incipient. As regards the research methods used in the studies published in the four selected journals, noted the predominance of quantitative methods, with a predominance of Survey (n = 26). The main conclusions of the studies follow the same line of goals. They show the positive results of both PBL in medical education and in their implications for professional practice. The guidelines for future research, we see that there is an inclination to carry out further studies to investigate the effectiveness of PBL, as well as more comparative studies. In conclusion we can say that research on PBL is still in its infancy, we still need to move forward in further studies that seek to answer more theoretical and methodological issues and epistemological method. While observing the quality of research being carried out, because the more quality have better will support decision-making. A very promising given is the PBL has aroused the interest of researchers outside world. This shows that the method, despite its rigorous steps, can adapt to different cultures and different educational contacts. However, we can not fail to mention the limitations of this study, since, to enable the research we had to reduce the search to some journals, in addition to a temporary cut of 10 years. Thus it is recommended to conduct research covering more regular and a long space. So it will be possible to draw a more complete picture of publications on PBL
O presente trabalho se trata de uma revisão integrativa com o objetivo de analisar as características bibliométricas da produção científica empírica sobre PBL em periódicos de referência em Educação Médica no Brasil e no Mundo de 2005 a 2014, e recomendar direcionamentos para futuras pesquisas. Dos artigos do corpus, foram extraídos os seguintes dados: Ano de Publicação, Cenário do Estudo, Objetivos do Estudo, Tipo de Estudo, Principais Conclusões e Diretrizes para Pesquisas Futuras assinaladas pelos autores. No que concerne aos artigos publicados nos três periódicos internacionais, observamos que tiveram por cenário Escolas Médicas de todos os continentes, sendo que n=6 estudos eram multicêntricos. Quando analisamos os dados referentes à distribuição dos estudos nacionais entre os Estados, podemos ver que os mesmos se concentram nas regiões Sul e Sudeste. No que se refere aos objetivos dos estudos analisados, observamos que há uma predominância na busca da efetividade do PBL, ou seja, nos resultados, em termos de desempenho, seja na formação ou na prática médica, dos alunos que são submetidos a esse método, e em termos de comparação entre esses resultados e aqueles obtidos com os métodos tradicionais. Quanto à tendência da quantidade de artigos sobre PBL publicados nos últimos 10 anos, observamos uma significativa redução da quantidade de artigos publicados nos três periódicos internacionais de 2005 a 2010. No caso do periódico nacional, nossos dados sugerem que a produção científica sobre PBL no Brasil ainda é incipiente. No que se refere aos métodos de pesquisa utilizados nos estudos publicados nos quatro periódicos selecionados, observamos a predominância dos métodos quantitativos, com predomínio do Survey (n=26). As principais conclusões dos estudos seguem a mesma linha dos objetivos. Elas mostram os resultados positivos do PBL tanto na formação médica quanto em suas repercussões para a prática profissional. Quanto às diretrizes para futuras pesquisas, vemos que há uma inclinação para a realização de mais estudos que investiguem a efetividade do PBL, assim como mais estudos comparativos. Em conclusão podemos dizer que a pesquisa sobre PBL ainda é incipiente, ainda precisamos avançar na realização de mais estudos que busquem responder a questões mais teorico-metodológicas e epistemológicas do método. Sem deixar de observar a qualidade das pesquisas que estão sendo realizadas, pois quanto mais qualidade tiverem melhor irão subsidiar a tomada de decisões. Um dado bem promissor é o PBL tem despertado o interesse de pesquisadores mundo fora. Isso mostra que o método, apesar de seus rigorosos passos, pode se adaptar a diversas culturas e contatos educacionais diferentes. No entanto, não podemos deixar de citar as limitações desse estudo, visto que, para viabilizar a pesquisa, 6 tivemos que reduzir as buscas a alguns periódicos, além de fazer um corte temporal de 10 anos. Dessa forma recomenda-se a realização de pesquisa que englobem mais periódicos e em um espaço de tempo maior. Assim será possível se traçar um panorama mais completo das publicações sobre PBL

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Soares, Mara Alves. "Aplicação do método de ensino Problem Based Learning (PBL) no curso de Ciências Contábeis: um estudo empírico." Universidade de São Paulo, 2008. http://www.teses.usp.br/teses/disponiveis/96/96133/tde-19052008-134942/.

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Mudanças têm ocorrido no perfil do estudante egresso contabilista, requerendo destes conhecimentos específicos das técnicas contábeis, e ainda desenvolvimento de competências múltiplas e visão holística do mundo dos negócios. Entretanto, pesquisas mostram que os estudantes não se sentem preparados ao concluir o curso de Ciências Contábeis. O método PBL traz como proposta o estímulo ao pensamento crítico, habilidades para solução de problemas e a aprendizagem de conceitos na área em questão. Este método diferencia-se das abordagens convencionais, pois o ensino é centrado no estudante, inicia-se com o uso de problemas, para direcionar, motivar e focar a aprendizagem. Porém, o uso do PBL ainda é incipiente na área contábil. O presente trabalho objetiva verificar a efetividade do método PBL no curso Ciências Contábeis da FEA-RP/USP. Os resultados estatísticos encontrados por meio da análise fatorial, alpha de Cronbach e regressão permitiram verificar que, a partir da adesão do estudante ao método, os mesmos ganham conhecimento na área, adquirem capacidade para resolução de problema, melhoram sua comunicação, desenvolvem habilidades, e adquirem confiança, apresentando consonância com o trabalho de Kanet e Barut (2003). Tal resultado também corrobora com meta-análise conduzida na área médica por Norman e Schmidt (2000) e Albanese e Michell (1993). Contudo, não há um método que resolva todos os problemas de ensino-aprendizagem.
Changes have been happening in the profile of exit accounting students, requiring from them not only specific knowledge of accounting techniques, but also the development of multiple competences and a holistic view of the business world. Research, however, has shown that the students do not feel well prepared when they finish their Accounting course. The PBL method proposes to stimulate critical thought, develop skills for the solution of problems, and also encourage students to learn concepts of their area. This method is different from conventional approaches because the teaching is student-centered; it begins with the use of problems to address, to motivate, and to focus the learning process. Nevertheless, the use of PBL is still incipient in the accounting area. The aim of this work is to verify the effectiveness of the PBL method in the Accounting course of FEA-RP/USP. The statistical results found through factorial analysis, alpha of Cronbach, and regression allowed us to verify that, when students adhere to the method, they gain knowledge in the area; they acquire the ability to solve problems; they improve their communication skills; they develop abilities; and they become more self-confident. These results are consonant with Kanet and Barut\'s (2003) work, and they also corroborate with goal-analysis carried out in the medical area by Norman and Schmidt (2000) and Albanese and Michell (1993). However, there is no method that solves all teaching-learning problems.

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Jackson, Yvette Marie. "An Exploration of the Effectiveness of Problem-Based Learning in Nursing Education." ScholarWorks, 2016. https://scholarworks.waldenu.edu/dissertations/2490.

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Critical-thinking is an essential skill that graduate nurses need to make sound clinical decisions. While traditional lecturing is the method most commonly used in nursing education, incorporating problem-based learning (PBL) into nursing curricula has been suggested as a better option for students' learning of theory and practice. The purpose of this study was to explore the difference in critical-thinking and problem-solving skills between nursing students taught using PBL versus those taught with traditional classroom lectures. A quasi-experimental approach, with cognitive learning theory as the foundation, was used to compare the results of an Assessment Technologies Institute (ATI) Comprehensive Predictor posttest in the control group, taught using the traditional learning method, and the experimental group, taught using PBL. Two-way ANOVA was used to analyze the effect of 2 independent variables: archived ATI Fundamentals Nurse exam proxy pretest scores, divided into low and high groups, and control or experimental group assignment, on the posttest scores of 192 nursing students at the study site. The results of the study showed that the main effect of the treatment, PBL vs. non-PBL, was significant, F(1, 191) = 116.77, p < .001, and the main effect for pretest groups was significant, F(1, 191) = 121.79, p < .001. The interaction effect was also significant, F(1, 191) = 8.04, p = .005, indicating that the effect of PBL was greater for nursing students in the low pretest group. The results of this study provide the premise for recommendations for nurse educators regarding the use of alternative teaching methods. The study may promote social change by providing preliminary research results to the local site that may contribute to improving the quality of nurse education.

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Santos, Marcello Lopes dos. "Aplicação do Problem Based Learning (PBL): uma percepção dos coordenadores dos cursos de Ciências Contábeis." Pontifícia Universidade Católica de São Paulo, 2014. https://tede2.pucsp.br/handle/handle/1594.

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In today's world, the discussion about teaching is taking place in all spheres, from the earliest teachings graduates. Reports, studies and surveys show that the scenario needs to change and has scheduled several initiatives from both government as private institutions for the changes are positive and bring improvements to the current school. One of the questions that have intrigued researchers are about teaching methods. We all know that traditional methods are saturated and with the advent of new technologies that integrate studies, rapid change is necessary for professionals to monitor all instances in real time. One of the proposals is the problem-based learning, called PBL (Problem Based Learning). In this study, the focus of research is the effectiveness of the implementation of this method looks for the coordination of Institutions of Higher Education of São Paulo, a critical eye and people who are on the frontlines arguing for improvements in the preparation of future professionals in the accounting area
No mundo atual, a discussão sobre o ensino está ocorrendo em todas as esferas, desde os primeiros ensinamentos aos graduados. Reportagens, estudos e pesquisas mostram que o cenário precisa mudar e já ocorrem várias iniciativas tanto do governo, como das instituições particulares, para que as mudanças sejam positivas e tragam melhorias ao ensino atual. Uma das questões que intrigam os pesquisadores é a que se refere aos métodos de ensino. Todos sabem que os métodos tradicionais estão saturados e, com o advento de novas tecnologias que integram os estudos, se faz necessária uma mudança rápida para que os profissionais acompanhem todas as ocorrências em tempo real. Uma das propostas é o ensino baseado em problemas, chamado de PBL (Problem Based Learning). Neste estudo, o foco da pesquisa é a sugestão da efetividade da implantação deste método pelos olhares da coordenação das Instituições de Ensino Superior da Cidade de São Paulo, um olhar crítico de pessoas que estão na linha de frente, argumentando para melhorias no preparo dos futuros profissionais da área contábil

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Valon, Leslie. "Behind the PBL mask : narratives of identity change amongst clinical psychologists engaged in problem-based learning." Thesis, University of Hertfordshire, 2013. http://hdl.handle.net/2299/10627.

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Clinical psychologists’ experiences of training are under-represented in the research area, particularly in the field of transformational and experiential learning and its influence on trainees during their training. Yet, it is a growing topic of interest for training providers and commissioners. Understanding whether the current method of training, using problem-based learning at the University of Hertfordshire (UH), is effective in preparing trainees to work in the NHS as clinical psychologists may have wider implications for clinical psychology training and practice. This thesis aimed at exploring clinical psychologists’ narratives of identity changes through problem-based learning (PBL). For this purpose, I chose to explore their reflective PBL written accounts using a narrative analysis to identify plots and sub-plots of identity changes within their PBL stories. I knowingly took a social constructionist stance to frame this project as it reflects my constructions of clinical psychology and the epistemological choice of the UH course. This means that this research situates itself within a particular context and does not claim any truth, but proposes a constructed view on identity changes during training and their implications for clinical practice. The analysis enabled me to identity three main plots: ‘identity changes through the PBL group’, ‘experimenting with alternative roles and identities’ and ‘Identity changes through PBL & training’. The first plot was characterised by anxiety, vulnerability, tensions between individualism and collectivism and the impact of differences. The second plot was characterised by trainee psychologists finding the balance between process, task and reflections, sharing and connecting with others, changing their relationship with theories; and working to empower themselves. The third plot highlighted the demands of PBL and training and PBL’s place in training. These factors seemed to have influenced and contributed to identity changes in clinical psychologists engaged in PBL during their training at UH. The discussion highlighted which aspects of PBL relate to identity changes and their implications for training and clinical practice. To conclude, I shared my growing interest for further exploration. I also highlighted the ever-evolving nature of PBL and the importance of exploring its use in training and its implications for the professional development of trainee clinical psychologists. Finally, the project ends with reflections about the research process and epistemological considerations.

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Reinberg, Oriane. "PBL som ledstjärna? : Lärares reflektioner kring möjligheter, förändringar och utmaningar med Problembaserat lärande." Thesis, Södertörns högskola, Lärarutbildningen, 2010. http://urn.kb.se/resolve?urn=urn:nbn:se:sh:diva-6720.

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This survey aims to investigate and analyze how six teachers on a high school in Stockholm reflect on pedagogical aspects of problem based learning( PBL). The survey focuses on ana-lyzing how the teachers relate to the benefits and problems of PBL and how they reflect on the students development. The survey was conducted on a high school and the method used for the study was interviews, each taking 30-45 minutes. The outcome of the survey indicates that the teachers sees problem based learning as an alternative to what they define as tradi-tional education regarding its epistemology. They indicate that PBL allows the students to define their own questions, to be carriers of knowledge and to evolve analytic skills in relation to the basegroup. Seen from a social constructive point of view, the definition of knowledge is linked to power, authority and interests regarding who is allowed to define what knowledge is and knowledge just like PBL as a method can in this aspect be seen as institutions of our so-cial reality. They survey also shows that PBL as an institution is changing through externalization of the changing roles of both students and teachers, and that puts responsibility on students, teachers and everyone who in some way relate to PBL. How the teachers on this particular school re-lates to PBL and definition of knowledge will effect PBL as an institution through both exter-nalization and internalization.

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Martins, Joana D’arc Medeiros. "Contribuição da metodologia Problem-Based Learning (PBL) para o desenvolvimento das habilidades e competências requeridas ao profissional contábil." reponame:Repositório Institucional da UnB, 2017. http://repositorio.unb.br/handle/10482/31723.

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Tese (doutorado)—Universidade de Brasília, Universidade Federal da Paraíba, Universidade Federal do Rio Grande do Norte, Programa Multi-Institucional e Inter-Regional de Pós-Graduação em Ciências Contábeis, 2017.
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A tese se enquadra na área de educação contábil, tendo como objetivo principal investigar a contribuição da metodologia Problem-Based Learning (PBL) no desenvolvimento das habilidades e competências requeridas ao profissional contábil. Possui uma abordagem qualitativa, caracterizado como método de investigação quanto ao estudo de caso, pois foi aplicada uma intervenção pedagógica na disciplina perícia contábil no Curso de Ciências Contábeis da Universidade Federal do Rio Grande do Norte – UFRN. As técnicas de coletas de dados utilizadas foram: questionário; observação participante; análise de conteúdo e documentos. Primeiramente, foi identificado o perfil dos alunos, o estilo de aprendizagem e uma avaliação de conteúdo. Na abordagem do método, foi introduzido um processo judicial real que trata de apuração de haveres e tramita em uma Vara Cível da Comarca de Natal. Para o processo de análise de dados qualitativos, utilizou-se a estatística descritiva. Após a análise qualitativa, foi dado um tratamento quantitativo, com o teste da análise multivariada não paramétrica, variância não paramétrica e Alpha de Cronbach. Os resultados evidenciaram que a metodologia PBL contribuiu para o desempenho da competência técnica, pois os dados obtidos na segunda aplicação do questionário específico do conhecimento de perícia contábil mostram que houve um crescimento no número de acertos pelos alunos, comparados aos resultados obtidos antes da aplicação da intervenção pedagógica. Outro resultado importante foram os achados na análise de conteúdo sobre os laudos periciais contábeis elaborados pelos alunos. Dos dez critérios estabelecidos quanto à forma e quanto ao conteúdo do laudo pericial contábil determinado pela norma, os alunos obtiveram 100% em cinco critérios e, nos demais, obtiveram mais 50% de adesão quanto ao que determinam as normas periciais aprovadas pelo CFC. Com isso, percebe-se que o aluno buscou e construiu o conhecimento desenvolvido na intervenção pedagógica. No que se referem às habilidades profissionais desenvolvidas, os resultados demonstram, na percepção dos respondentes, que os alunos concordaram que o método PBL agrega mais realismo ao ensino de perícia contábil; proporciona experimentar um comportamento pericial que conhecia e que ainda não havia sido vivenciado; motiva o trabalho em grupo; aumenta sua eficácia como participante na resolução de problemas e nas discussões em grupo. Outra alternativa de concordância entre os alunos foi o desenvolvimento do pensamento crítico; com isso, entende-se que o método PBL na percepção dos participantes da pesquisa desenvolve a habilidade de senso crítico, liderança e trabalho em equipe.
The thesis is in the area of accounting education, which aim is to investigate the contribution of the Problem-Based Learning (PBL) methodology in the development of the skills and competencies required by accounting professional. It has a qualitative approach, characterized as a method of investigation regarding the case study, as it was applied a pedagogical intervention in the discipline accounting skills in the Course of Accounting Sciences of the Federal University of Rio Grande do Norte - UFRN. The techniques of data collection used were survey; participant observation; analysis of content and documents. First, the student profile, learning style and content evaluation were identified. In the approach of the method, a real judicial process was introduced that deals with the determination of assets and deals in a Civil Court of the County of Natal. For the qualitative data analysis process, descriptive statistics were used. After the qualitative analysis, a quantitative treatment was given, with the non-parametric multivariate analysis, non-parametric variance, and Cronbach's Alpha. The results showed that the PBL methodology contributed to the performance of the technical competence, since the data obtained in the second application of the specific accounting skills knowledge survey shows that there was an increase in the number of correct answers by the students, compared to the results obtained before the application of the pedagogical intervention. Another important result was the findings in the content analysis on the accounting expert reports prepared by the students. From the ten established criteria regarding the form and the content of the expert's report determined by the standard, the students obtained 100% in five criteria and, in the others, obtained an additional 50% of adherence as determined by the norms approved by the CFC. With this, it is noticed that the student sought and built the knowledge developed in the pedagogical intervention. Regarding the professional skills developed, the results show, in the respondents' perception, that the students agreed that the PBL method adds more realism to the teaching of accounting skills; it offers to experience a behavior that knew and that had not yet been experienced; motivates group work; increases its effectiveness as a participant in problem solving and in group discussions. Another alternative of agreement among students was the development of critical thinking; with this, it is understood that the PBL method in the perception of the participants of the research develops the ability of critical sense, leadership and teamwork.

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Reed, Samantha Marie. "Problem-based Learning Strategies that Contributed to Elementary Students' Skills Development and Profile of a Virginia Graduate's Expectations." Diss., Virginia Tech, 2020. http://hdl.handle.net/10919/98785.

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Key strategies of Problem-based learning (PBL) can contribute to students' skills development of the Profile of a Virginia Graduate's expectations of critical thinking, creativity, communication, collaboration, and citizenship (the 5 C's). PBL is a popular trend in public education. It is generally defined as a teaching method in which students gain knowledge and skills by working collaboratively to investigate and respond to authentic and engaging open-ended questions and/or problems. This study explored the strategies teachers used when implementing PBL and what strategies aided in the skills development of the 5 C's. The research question addressed was, What key strategies of PBL instruction contributed to the development of the Profile of a Virginia Graduate's expectations of critical thinking, creativity, communication, collaboration, and citizenship for fourth and fifth grade students at one elementary school in Virginia? Through a basic qualitative study, information was gathered on the strategies used in PBL instruction in elementary classrooms to develop students' 5 C's. Findings suggest that small group work, student-centered learning, student choice, peer-to-peer relationships, and modeling were strategies used in PBL instruction to develop the 5 C's. Participants were interviewed by a substitute researcher. Because of the researcher's role as principal of the school in which this research is being conducted, anonymity was used to protect the employer/employee relationship and reduce researcher bias. Results were analyzed using a data analysis process to identify key strategies used in PBL instruction that increase the 5 C's. Perceptions of the participants provided a better understanding of the strategies used during PBL implementation and skills development of the 5 C's. Findings suggest that participants felt PBL to be a successful instructional tool for elementary students. It increased engagement and increased skills development of the 5 C's. The information gained should support leaders in the implementation of PBL in elementary classrooms.
Doctor of Education
Key strategies of Problem-based learning (PBL) can contribute to students' skills development of the Profile of a Virginia Graduate's expectations of critical thinking, creativity, communication, collaboration, and citizenship (the 5 C's). PBL is a popular trend in public education. It is generally defined as a teaching method in which students gain knowledge and skills by working collaboratively to investigate and respond to authentic and engaging open-ended questions and/or problems. This study explored the strategies teachers used when implementing PBL and what strategies aided in the skills development of the 5 C's. The research question addressed was, What key strategies of PBL instruction contributed to the development of the Profile of a Virginia Graduate's expectations of critical thinking, creativity, communication, collaboration, and citizenship for fourth and fifth grade students at one elementary school in Virginia? Through a basic qualitative study, information was gathered on the strategies used in PBL instruction in elementary classrooms to develop students' 5 C's. Findings suggest that small group work, student-centered learning, student choice, peer-to-peer relationships, and modeling were strategies used in PBL instruction to develop the 5 C's.

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De, Wet M. A. "The introduction of problem based learning in Hospitality Management at the Central University of Technology, Free State, South Africa." Interim : Interdisciplinary Journal, Vol 8, Issue 1: Central University of Technology Free State Bloemfontein, 2009. http://hdl.handle.net/11462/359.

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Published Article
Problem-based learning (PBL) is a learner-centred strategy that can be used to achieve the objectives of Outcomes Based Education (OBE). The Hospitality management program has no evidence of a fixed learner-centred didactic approach such as PBL, E-learning or Resource-based learning (RBL). In considering PBL, we raised questions: Why PBL? To what extent are staff and learners prepared for PBL? What are the characteristics of the curriculum when implementing PBL etc? This paper highlights these and other questions. The outcome shows that principles of PBL are extremely applicable to Hospitality but that timetabling within the program is a concern.

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Wong, Joseph Francis. "Group dynamics in problem-based learning (PBL) : a case study of architectural students in a Hong Kong university." Thesis, University of Leicester, 2011. http://hdl.handle.net/2381/9667.

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This thesis investigates the individual and group behaviour of students in Hong Kong who are experiencing a Problem-Based Learning (PBL) curriculum for the first time. The research examines how they cope with problems arising from small group collaborative learning and factors influencing their group dynamics in a PBL setting. The central research question is, “How does a group of university students in a Hong Kong cope with the group dynamics, both inside and outside the classroom, when experiencing a PBL situation in their programme?” Following an interpretivist paradigm, this study aims to develop a substantive theory of the interaction among university students in a PBL tutorial environment and associated phenomena. This research has employed the qualitative approach of grounded theory research methods to collect and analyse data from twelve first year students studying in the Associate of Science in Architectural Studies programme at the City University of Hong Kong. Data collected from semi-structured interviews, non-participant video-taped observations, and documents were triangulated to enhance the rigour of the study. The Theory of Adaptive Formation that has emerged from this study explains the interactive processes that determine student behaviour and group dynamics in the PBL small group collaborative learning setting and describes the phenomenon of constant formation and re-formation adopted by the students and tutorial groups to adapt to different situations arising from the PBL process under the influence of four key factors: Group members, Problem brief, Tutor influence and Group collaboration. The theory also explains the relationship between the four student types –Drivers, Adventurers, Workers and Riders – and the key factors. Although the emergent theory remains predominantly substantive in nature, this study illuminates important implications for the stakeholders as well as highlights critical recommendations for practitioners and researchers of PBL.

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Haghparast, Hassas Ali. "Factors influencing student motivation in a Swedish dental programme with a Problem-based curriculum." Thesis, Malmö högskola, Odontologiska fakulteten (OD), 2016. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-19612.

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Hur framgångsrikt en student utför en uppgift är starkt korrelaterat till studentens motivation inför uppgiften. I akademiska sammanhang har studenter med hög motivationsgrad visats vara mer troliga att utvecklas och vara framgångsrika än de med låg eller ingen motivationsgrad, som i sin tur uppvisat begränsad akademisk utveckling. Detta koncept om motivation används inom Problem-baserat lärande (PBL) där syftet är att öka studenternas interna motivation och därmed intressera dem för det aktuella ämnet. Syftet med denna studie var att identifiera faktorer av betydelse för motivationsförändringar hos tandläkarstudenter med ett problem-baserat curriculum. Datainsamling skedde kvalitativt genom fokusgruppdiskussioner. Fyra fokusgrupper intervjuades: tandläkarstudenter från år 1, tandläkarstudenter från år 3, och tandläkarstudenter från år 5. Den fjärde fokusgruppen bestod av fakultetsmedlemmar (lärare) för att kunna jämföra med studenternas uppfattningar. Resultaten visade att studentmotivation var ett väldigt komplext och multifaktoriellt fenomen. Återkoppling, vägledning, konstruktiv feedback samt känslomässig support visades vara faktorer av betydelse. Många av de identifierade faktorerna kunde relateras till en känsla av kompetens, säkerhet, eller det meningsfulla i att studera ett ämne, bland studenterna. För att maximera motivation bland studenter krävs adekvat kunskap om PBL av all personal. Alltså har, utöver tutorer och föreläsare, även kliniska handledare en central roll för att motivera studenter i deras lärande.
A student’s level of motivation for a task is highly related to how likely that student is to perform the task successfully. In academic contexts, students with higher levels of motivation have been found to be more likely to be successful and develop more skill and knowledge compared to students with no or limited levels of motivation who, instead, exhibit restricted growth in academic achievement. This concept of motivation is used in problem-based learning (PBL), where the aim is to increase student’s intrinsic motivation, thus making them more engaged in the subject matter. The aim of this study was to identify factors of significance for changes in student motivation among dental students within a PBL-curriculum. Data was qualitatively collected through focus group interviews. Four focus groups were interviewed: dental students from year 1, dental students from year 3, and dental students from year 5. The forth focus group consisted of faculty members (teachers) so as to compare the perceptions of the students and the faculty teachers. The results demonstrated student motivation to be a complex and multifactorial matter. Many factors were related to feelings of competence, safety, or meaningfulness of the study of a subject matter, among the students. Factors of significance included relatedness, guidance, constructive feedback, and emotional support from clinical supervisors. In conclusion, proper knowledge of PBL by all personnel is necessary in order to maximize motivation among students. Thus, besides tutors (facilitators) and lecturers, clinical supervisors also have a central role in motivating students towards learning.

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Kinkade, Scott Edward. "A Content Analysis of Medical School Problem-Based Learning Cases." Thesis, University of North Texas, 2017. https://digital.library.unt.edu/ark:/67531/metadc984174/.

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Problem-based learning (PBL) was developed for use in medical education to incorporate more active, learner-centered instruction. Central to problem-based learning is the problem, which in medical education is usually case a case presentation, revealed in stages to allow learners to form and research learning objectives. The purpose of this study was to identify themes present across the PBL cases, including the patient-centeredness of the cases. Content analysis was used to examine 62 PBL cases that comprised the first and second years' core curriculum at a public medical school. The cases included a patient population similar to the local population, but care was more hospital-centric than would be expected from the actual patterns of medical utilization in the United States. Analyzing along two axes of patient-centeredness, the PBL cases demonstrated a good understanding of the patient (knowing the patient), but other qualities such as shared decision making was not as exemplified. Medical educators can use the results to understand elements that contribute to patient-centeredness and apply the analysis framework to evaluate future cases.

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Sousa, Sidinei de Oliveira [UNESP]. "Aprendizagem Baseada em Problemas (PBL – Problem-Based Learning): estratégia para o ensino e aprendizagem de algoritmos e conteúdos computacionais." Universidade Estadual Paulista (UNESP), 2010. http://hdl.handle.net/11449/96471.

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Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES)
Os métodos de ensino fortemente instrucionistas e centrados no professor têm obtido resultados pouco satisfatórios no que se refere a atender às exigências atuais de uso dos computadores na futura prática profissional do aluno, sobretudo nas licenciaturas. Nesse âmbito, a Aprendizagem Baseada em Problemas, por romper com paradigmas do ensino tradicional, centralizar o conhecimento no aluno e valorizar o contexto e os conhecimentos prévios, torna-se um objeto digno de estudos para comprovar sua contribuição na formação de um aluno que faça uso de computadores de modo contextualizado e voltado para o desenvolvimento intelectual e para a resolução de problemas. Este estudo está vinculado à linha de pesquisa “Práticas e Processos Formativos em Educação” do Programa de Pós- Graduação em Educação da Faculdade de Ciências e Tecnologia da UNESP de Presidente Prudente. Dentro desse contexto, esta pesquisa tem por objetivo analisar a estratégia metodológica do PBL – Problem-Based Learning (Aprendizagem Baseada em Problemas) como elemento para potencializar o ensino e aprendizagem de computação em um curso de licenciatura. Para atender a esse objetivo, foi desenvolvido um estudo de caráter qualitativo através de uma pesquisa do tipo intervenção com a implantação do PBL como estratégia de ensino e aprendizagem em uma disciplina de Introdução à Computação no primeiro ano de um curso de licenciatura em Química. Os participantes da pesquisa foram os alunos e o professor da disciplina, que também atuou como pesquisador. Em princípio, foi desenvolvido...
The teaching methods strongly instructionist and focused on the teacher have obtained unsatisfactory results with regard to meeting the demands of current use of computers in the student's future professional practice, especially in courses of teachers education. In this context, the Problem Based Learning, by breaking with traditional paradigms of education, centralize knowledge in the student, valorize the context and prior knowledges, it is a worthy object of study to prove their contribution to the formation of a student who makes use of computers so contextualized and geared toward intellectual development and to solution problems. Therefore, this study is linked to the research line Practice and Formative Process in Education of Program Pos-Graduate in Education, Faculty of Science and Technology, UNESP, Presidente Prudente. Thus, this research aims to examine the methodological strategy of Problem-Based Learning as an element to enhance the teaching and learning computing in a course of teacher education. To meet this goal, was developed a qualitative study through a intervention research. The intervention began with the implementation of PBL as a strategy for teaching and learning in a course Introduction to Computing in the first year of a degree course in Chemistry, with students and the teacher as participants of research, the teacher also served as researcher. In principle was developed a bibliographic study about the PBL and computing. The empirical research started with the viability of the strategy with regard to practical aspects such as choice of model of PBL to be used and the construction of educational resources necessary for its implementation (Elaboration of Problems). The PBL was implemented through a constructivist approach with the intent to develop in the student... (Complete abstract click electronic access below)

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Bertolino, Josué. "A aplicação adaptada do método PBL (Problem Based Learning) nas séries iniciais: um recurso para a significância do aprendizado." Universidade de São Paulo, 2016. http://www.teses.usp.br/teses/disponiveis/97/97138/tde-29032017-095531/.

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O objetivo deste trabalho foi verificar a utilização da Aprendizagem Baseada em Projetos com a aplicação do método PBL (Problem Based Learnig) para estudos extracurriculares no Ensino Fundamental. Os estudos tiveram como base os PCN que prevêem conteúdos básicos de Física nas aulas de Ciências, mas de acordo com o currículo acabam tendo uma parcela menor de desenvolvimento em sala de aula. Partindo deste pressuposto planejou-se aplicar um Projeto que contribuísse sem causar impactos no planejamento do professor. Foram realizadas reuniões de acordo com a sequencia didática para a discussão e definição do Projeto. Quanto aos procedimentos técnicos foi realizada uma Pesquisa-Ação, analisando inicialmente o conhecimento prévio e após o Projeto verificaram-se os conhecimentos adquiridos. Com o auxílio das professoras os alunos verificaram o \"problema\" e organizaram-se em grupos cooperativos para o desafio de construir um carrinho de corrida com material reciclado propulsionado a ar. Sem utilizar água ou qualquer equipamento eletrônico os alunos iniciaram a pesquisa, discussão, coleta e separação dos materiais, sempre com o apoio da família e dos membros dos grupos. Pretendeu-se também responder as perguntas: a Aprendizagem Baseada em Projetos pode complementar o ensino de Ciências nas séries iniciais e contribuir para uma aprendizagem significativa? Dentro dos procedimentos metodológicos, aplicou-se uma Avaliação Diagnóstica Inicial para a análise dos conhecimentos prévios do aluno sobre os conteúdos, Mapa Conceitual e avaliação diagnóstica final para averiguar a evolução dos conhecimentos acerca dos conteúdos de Física e a argumentação científica desenvolvida. Ainda na fase de aplicação aconteceu uma \"corrida final\", na qual os alunos em grupos de seis integrantes participaram, registraram e discutiram os resultados obtidos por todos os grupos participantes. Preocupou-se com a análise e os registros de forma geral utilizando algumas técnicas avaliação, como por exemplo, registros escritos, depoimentos e explicações individuais dos fenômenos observados. Para verificar a evolução da argumentação científica e a construção dos conceitos a partir de hipóteses utilizaram-se os modelos de Toulmin e Lawson. Fez-se um levantamento bibliográfico sobre a literatura atual e de bases teóricas que sustentam as metodologias ativas.
The objective of this work was to verify the use of Project Based Learning with the application of the Problem Based Learning (PBL) method for extracurricular studies in Elementary School. The studies were based on PCN (Parâmetros Curriculares Nacionais) predict basic contents of Physics in science classes, but according to the curriculum they end up having a smaller portion of development in the classroom. Starting from this assumption it was planned to apply a Project that contributed without causing impacts on the teacher\'s planning. Meetings were held according to the didactic sequence for the discussion and definition of the Project. As for the technical procedures, a Research-Action was carried out, initially analyzing the previous knowledge and after the Project verified the acquired knowledge. With the help of the teachers the students verified the \"problem\" and organized themselves in cooperative groups for the challenge of constructing a race car with recycled material propelled by air. Without using water or any electronic equipment, they began the research, discussion, collection and separation of materials, always with the support of the family and the members of the groups. It was also intended to answer the questions: Can Project-Based Learning complement science teaching in the initial grades and contribute to meaningful learning? Within the methodological procedures, an Initial Diagnostic Assessment was applied for the analysis of the student\'s previous knowledge about the contents, Conceptual Map and final diagnostic evaluation to ascertain the evolution of the knowledge about the contents of Physics and the scientific argument developed. Also in the application phase was a \"final race\", in which the students in groups of six members participated, registered and discussed the results obtained by all the participating groups. He worried about analysis and records in general using some evaluation techniques, such as written records, testimonials and individual explanations of the phenomena observed. In order to verify the evolution of the scientific argumentation and the construction of the concepts from hypotheses we used the models of Toulmin and Lawson. A literature review was made on the current literature and on theoretical bases that support the active methodologies.

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Sousa, Sidinei de Oliveira. "Aprendizagem Baseada em Problemas (PBL - Problem-Based Learning) : estratégia para o ensino e aprendizagem de algoritmos e conteúdos computacionais /." Presidente Prudente : [s.n.], 2010. http://hdl.handle.net/11449/96471.

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Orientador: Klaus Schlünzen Júnior
Banca: Luis Roberto de Camargo Ribeiro
Banca: Leny Rodrigues Martins Teixeira
Resumo: Os métodos de ensino fortemente instrucionistas e centrados no professor têm obtido resultados pouco satisfatórios no que se refere a atender às exigências atuais de uso dos computadores na futura prática profissional do aluno, sobretudo nas licenciaturas. Nesse âmbito, a Aprendizagem Baseada em Problemas, por romper com paradigmas do ensino tradicional, centralizar o conhecimento no aluno e valorizar o contexto e os conhecimentos prévios, torna-se um objeto digno de estudos para comprovar sua contribuição na formação de um aluno que faça uso de computadores de modo contextualizado e voltado para o desenvolvimento intelectual e para a resolução de problemas. Este estudo está vinculado à linha de pesquisa "Práticas e Processos Formativos em Educação" do Programa de Pós- Graduação em Educação da Faculdade de Ciências e Tecnologia da UNESP de Presidente Prudente. Dentro desse contexto, esta pesquisa tem por objetivo analisar a estratégia metodológica do PBL - Problem-Based Learning (Aprendizagem Baseada em Problemas) como elemento para potencializar o ensino e aprendizagem de computação em um curso de licenciatura. Para atender a esse objetivo, foi desenvolvido um estudo de caráter qualitativo através de uma pesquisa do tipo intervenção com a implantação do PBL como estratégia de ensino e aprendizagem em uma disciplina de Introdução à Computação no primeiro ano de um curso de licenciatura em Química. Os participantes da pesquisa foram os alunos e o professor da disciplina, que também atuou como pesquisador. Em princípio, foi desenvolvido... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The teaching methods strongly instructionist and focused on the teacher have obtained unsatisfactory results with regard to meeting the demands of current use of computers in the student's future professional practice, especially in courses of teachers education. In this context, the Problem Based Learning, by breaking with traditional paradigms of education, centralize knowledge in the student, valorize the context and prior knowledges, it is a worthy object of study to prove their contribution to the formation of a student who makes use of computers so contextualized and geared toward intellectual development and to solution problems. Therefore, this study is linked to the research line "Practice and Formative Process in Education" of Program Pos-Graduate in Education, Faculty of Science and Technology, UNESP, Presidente Prudente. Thus, this research aims to examine the methodological strategy of Problem-Based Learning as an element to enhance the teaching and learning computing in a course of teacher education. To meet this goal, was developed a qualitative study through a intervention research. The intervention began with the implementation of PBL as a strategy for teaching and learning in a course Introduction to Computing in the first year of a degree course in Chemistry, with students and the teacher as participants of research, the teacher also served as researcher. In principle was developed a bibliographic study about the PBL and computing. The empirical research started with the viability of the strategy with regard to practical aspects such as choice of model of PBL to be used and the construction of educational resources necessary for its implementation (Elaboration of Problems). The PBL was implemented through a constructivist approach with the intent to develop in the student... (Complete abstract click electronic access below)
Mestre

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Cassaro, Maria Cristina Alves. "A aplicação do Método PBL (Problem Based Learning) para o Curso de Contabilidade no Ensino Superior: suas vantagens e desvantagens." Pontifícia Universidade Católica de São Paulo, 2017. https://tede2.pucsp.br/handle/handle/19800.

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Made available in DSpace on 2017-03-17T11:56:49Z (GMT). No. of bitstreams: 1 Maria Cristina Alves Cassaro.pdf: 1588287 bytes, checksum: b9e062b21fe29794ae6a28774f916f54 (MD5) Previous issue date: 2017-03-09
Evolution in business scope has expanded significantly all over the sectors and the start of a professional career depends on a very relevant factor called teaching and learning, which is the basis for a successful profession. In order to occur improve-ments in accounting education area, actions which comprise the factors that influ-ence the evolution of learning and teaching are needed. This work aimed to analyze the PBL (Problem Based Learning) methodology, to identify possible contributions to the teaching learning process in the course of Accounting Sciences. The research employs a quantitative approach with the objective of collecting data in a given popu-lation, using a closed questionnaire that serves as sampling for the procedure of analysis and interpretation of data for the present study. As a result, it can be con-firmed, among some aspects, that the PBL methodology is preferred by teachers and students. With this, it was observed in the research that such method is applicable in the course of Accounting Sciences, respecting the literary support, so that it can suc-ceed in the development and application of a new methodology of teaching used in the classroom, so that the student Develop critical thinking, logical reasoning, initia-tion to research, group work, problem solving skills proposed
A evolução no âmbito empresarial expande expressivamente em todos os setores. O início da carreira profissional depende de um fator muito importante chamado ensi-no-aprendizagem, que é a base para o sucesso de uma profissão futura. Para que ocorram melhorias na área educacional contábil, são necessárias ações que com-preendam os fatores que influenciam a evolução do ensino-aprendizagem. Este tra-balho teve como objetivo a análise da metodologia PBL (Problem Based Learning), para identificar possíveis contribuições para o processo de ensino aprendizagem no curso de Ciências Contábeis. A pesquisa emprega abordagem quantitativa com ob-jetivo de coletar dados em determinada população, com utilização de questionário de perguntas fechadas que serve de amostragem para procedimento de análise e interpretação de dados para o presente estudo. Como resultado, pode-se confirmar, dentre alguns aspectos, que a metodologia PBL é a preferida pelos docentes e dis-centes. Com isso, foi observado na pesquisa que tal método é passível de aplicação no curso de Ciências Contábeis, respeitando a sustentação literária, para que possa ter sucesso no desenvolvimento e aplicação de uma nova metodologia de ensino empregada em sala de aula, para que o aluno desenvolva o pensamento crítico, ra-ciocínio lógico, a iniciação à pesquisa, o trabalho em grupo, habilidades de resolu-ção de problemas proposto

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Malan, Sharon Brenda. "The development of an integrated problem-based learning (PBL) approach in a post-matriculation programme at the University of Stellenbosch." Thesis, Stellenbosch : Stellenbosch University, 2008. http://hdl.handle.net/10019.1/1231.

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Thesis (PhD (Educational Psychology))--Stellenbosch University, 2008.
It is evident that many students admitted to higher education in South Africa are ill-prepared for tertiary study. The predominantly behaviorist school system encourages learner dependency and superficial understanding and fails to encourage reflection and self-direction. Changing times and a more diverse student population have heightened the need for a broader range of teaching and learning approaches at tertiary level. As a result, many departments, faculties and institutes such as SciMathUS have explored the merits of problem-based learning (PBL) which supports students as self-directed, independent learners. Problem-based learning is a different philosophical approach to the whole notion of teaching and learning where problems drive the learning and is one of the best examples of a constructivist learning environment. Thus far, problem-based learning has mainly been implemented in long-term medical curricula, so research findings focus mainly on the development of PBL for longer programmes. The purpose of this study is to evaluate whether introducing a Hybrid PBL approach in a shorter one-year foundation programme can create conditions for learners to develop and sustain self-directed learning skills and gain more control of the learning process. This interpretive-constructivist study may be broadly termed evaluation research. A mixedmethod approach that involved collecting and analyzing both qualitative and quantitative data was chosen. Evaluation findings indicate that introducing students to a Hybrid PBL approach does promote more meaningful learning patterns, typified by processing the subject matter critically and self-regulating learning processes. However the sustainability of the meaningdirected learning activities is questionable if student beliefs do not support the activities employed. Findings also reveal that the Hybrid PBL approach contributes to overall programme improvement by promoting understanding in mathematics and science and improved staff relationships and subject knowledge. PBL helps to establish a learner-centered learning environment that emphasizes relations in mathematics and science, promotes deep approaches to learning which may lead to higher levels of achievement and success in Higher Education.

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Blanco-Blanco, Ernesto V. "Students’ perceptions of the role and utility of formative assessment feedback on PBL tutorials." Thesis, Stellenbosch : Stellenbosch University, 2013. http://hdl.handle.net/10019.1/85691.

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Thesis (MPhil)-- Stellenbosch University, 2013.
Introduction: The close interrelation between the processes of learning, assessment and feedback has been recognized and supported extensively in the educational field for many decades. The benefits of the feedback as a strong tool for facilitating learning have been corroborated by learning theories and educational research. The introduction of Problem- Based Learning (PBL) approaches to higher education programmes, especially in medical training, is a worldwide trend. The PBL approach to learning brings new perspectives to the specific characteristics and values of feedback on learning and the quality of learning and thus, more especially to the role of the tutor as learning facilitator. Purpose: To explore the medical students’ perception of the role and utility of the verbal feedback provided by the tutor to students during the PBL tutorial sessions; and the students’ perceptions on how to improve the effectiveness of the feedback. Methodology: This study used a qualitative and interpretive methodological approach. The qualitative data collection tool used was the focus group discussion. The study was conducted at the Walter Sisulu University in the Eastern Cape province of South Africa, where the faculty of Health Sciences has implemented the PBL approach for training. The research targeted the students in the third year of the MBChB program. Results: Students’ perceptions on the role of the tutorial feedback suggested that they strongly acknowledge its value: they see it as a tool for improving their learning skills and also as an enhancer of their learning motivation and regulation. The students also perceived it as instrumental in the modelling of programme-specific professional skills which would be required in their future medical practice. Students’ expectations from PBL-tutors feedback are quite high and comprehensive regarding both the kind and the nature of the feedback. Students perceived that the imperfections in the feedback received during tutorial sessions were a source of emotional discomfort and a hindrance to their learning success. The students’ need for clear, timely and regular provision of feedback, based on specific learning outcomes, was also highlighted. The participants’ recommendations for improving the efficient use of feedback included the regularization of the feedback practices across the different tutors and an increase in the allotted time for self-directed learning in their schedule. Conclusions: The results of this study support the need for a socio-constructive learning environment to ensure successful learning in PBL. Among other conditions, the harmonious provision of balanced, supportive and motivating feedback is a complement for the establishment of a learning environment conducive to learning. Similarly, students highlighted the need for highly skilled PBL-trained tutors, to enable them to self-monitor and self-regulate their learning, and ensure learning success via the facilitation and feedback. Higher Education Institutions using PBL training must identify and address factors limiting the effectiveness of the feedback and the overall quality of learning such as increased staff workload, increased demand for resources and modularization of courses. Recommendations: Higher education institutions using PBL training should address the need for training of tutors in the different aspects and practices of the feedback in the specific settings of the small group tutorial. External factors interfering with the effective use of tutors’ feedback should also be considered to minimize their negative impact on students’ learning. A regular process of curriculum enquiry is required to ensure the constructivist alignment of the different curricular components and overall design as a condition for the successful implementation of PBL.

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Almeida, Elisa Carneiro Santos de. "Aprendizagem na educa??o superior: a auto-trans-forma??o do estudante na Aprendizagem Baseada em Problemas (Problem-Based Learning - PBL)." Universidade Estadual de Feira de Santana, 2015. http://localhost:8080/tede/handle/tede/151.

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This study establishes as the focus of investigation on the learning processes of students of Higher Education. Specifically, we will seek to understand the learning characteristics in the perspective of the Problem-Based Learning (PBL) methodology by point of view of Medical College students at State University of Feira de Santana - UEFS. Consequently, the studies developed about: learning adult student; active methodologies and the Problem-Based Learning (PBL) methodology, that acquire fundamental importance to the development of this research. In this sense, we will explain the adult learning and its specificities from the perspective of authors such as: Oliveira (2005), Nogueira (2009), Vigotski (1996; 2007), Placco and Souza (2006) among others. In discussions about active methodologies we bring to the scene studies such as Anastasiou (2007; 2009), Berbel (1998), Ribeiro (2010) and Oliveira (2010). Thus, to discuss the PBL methodology, articulate the theoretical analysis of the following authors: Barrows (1996), Chaer (2010), Feuerwerker (2002), Komatsu (2010), Mamede (2001) and Ribeiro (2010). Under these perspectives, we developed a qualitative methodological approach of field research, exploratory and descriptive. By understanding that the reports of the students are strengthened in situations in which there are opportunities for knowledge exchange. Thus, we elected as main data collection instrument conducting focus groups with students of 3rd and 4th year from Medicine College at UEFS. Indeed, the analysis was realized from the assumptions drawn by Bardin (2001), on the content analysis which enabled the creation of three categories, namely: learn to be subject of learning; learn from each other; learn by praxis. So the results reveal the specifics of learning through PBL methodology. The reports also reveal that, although facing some problems in the Medical College at UEFS, the objectives of the proposed methodology of the PBL are satisfactorily achieved. Therefore, we seek with this study contribute to the (re) think the learning process bases on Higher Education, in favor of an university that develops the student's autonomy for its effective personal and professional development.
Este estudo estabelece como foco de investiga??o os processos de aprendizagem de estudantes da Educa??o Superior. Especificamente, buscaremos compreender as caracter?sticas da aprendizagem na perspectiva da metodologia da Aprendizagem Baseada em Problemas (ABP) a partir da ?tica dos estudantes do curso de Medicina da Universidade Estadual de Feira de Santana ? UEFS. Consequentemente, os estudos desenvolvidos sobre: a aprendizagem do estudante adulto; as metodologias ativas e a metodologia da Aprendizagem Baseada em Problemas, que adquirem import?ncia fundamental para o desenvolvimento desta investiga??o. Neste sentido, abordaremos a aprendizagem do adulto e suas especificidades sob a ?tica de autores como: Oliveira (2005), Nogueira (2009), Vigotski (1996; 2007), Placco e Souza (2006) dentre outros. Nas discuss?es sobre as metodologias ativas trazemos ? baila os estudos de Anastasiou (2007; 2009), Berbel (1998), Ribeiro (2010) e Oliveira (2010). De tal modo, para discutir sobre a metodologia da ABP, articulamos as an?lises te?ricas dos seguintes autores: Barrows (1996), Chaer (2010), Feuerwerker (2002), Komatsu (2010), Mamede (2001) e Ribeiro (2010). Sob tais perspectivas, desenvolvemos uma pesquisa de campo de abordagem metodol?gica qualitativa, explorat?ria e descritiva. Pela compreens?o que os relatos dos estudantes se fortalecem em situa??es pelas quais h? oportunidades de troca de saberes. Assim, elegemos como principal instrumento de coleta de dados a realiza??o de grupos focais com estudantes do 3? e 4? ano do curso de Medicina da UEFS. Com efeito, a an?lise dos dados foi realizada a partir dos pressupostos delineados por Bardin (2001), sobre a an?lise de conte?do que possibilitou a constitui??o de tr?s categorias, a saber: aprender a ser sujeito da aprendizagem; aprender com o outro; aprender pela pr?xis. De modo que os resultados revelam as especificidades da aprendizagem na metodologia da ABP. Os relatos ainda apontam que, embora enfrentem alguns problemas no curso de Medicina da UEFS, os objetivos da proposta metodol?gica da ABP s?o satisfatoriamente alcan?ados. Portanto, buscamos, com esse estudo, contribuir para o (re)pensar das bases do processo de aprendizagem na Educa??o Superior, a favor de uma universidade que desenvolva a autonomia do estudante para o seu efetivo desenvolvimento pessoal e profissional.

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明, 井上. "PBL(Problem-based Learning) 情報教育の提案と学習評価に関する研究." Thesis, https://doors.doshisha.ac.jp/opac/opac_link/bibid/BB10271491/?lang=0, 2008. https://doors.doshisha.ac.jp/opac/opac_link/bibid/BB10271491/?lang=0.

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Yinger, Nicholas S. "A Formative Evaluation of a Collaborative Problem Solving Instructional Method for a Client-Based Globally-Focused Undergraduate Program." Ohio University / OhioLINK, 2014. http://rave.ohiolink.edu/etdc/view?acc_num=ohiou1415650091.

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Paternite, Judith. "The Effects of Problem-Based Learning Versus Structured Tutorials on Student Achievement in a Relational Database Design Activity During Online Concept Learning." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1467648599.

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Varughese, Varughese Kuzhumannil, and varughese varughese@rmit edu au. "Students' Approaches To Learning: A Case Study of Learning Biology in Foundation Studies at the Royal Melbourne Institute of Technology." RMIT University. Education, 2007. http://adt.lib.rmit.edu.au/adt/public/adt-VIT20080530.123852.

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The large influx of international students to universities of the developed world, the increased use of Problem-Based method of teaching and learning in the field of Health Education and growing awareness of the need to accommodate varying learning styles in any classroom are the three factors that influenced this research. This study was designed to investigate the effect of learning styles and demographic differences on performance in Biology when taught using two different methods of teaching. One was the teacher-directed Traditional Teaching and Learning (TTL) and the other was the student-centred Problem-Based Learning (PBL). The preferred learning styles of all Foundation Studies (FS) Biology students over four academic years at RMIT were determined using the Paragon Learning Style Inventory (PLSI). These students were taught two selected topics in Biology by the researcher using the two different methods and their performance assessed by a written test at the end of each topic. Two instruments were developed to assess student participation in PBL. The first instrument Students' Participation in Group Discussions (SPGD) rating scale was designed for teacher evaluation of student participation in PBL group discussions while the second instrument the Student Self Evaluation (SSE) rating scale was for self-evaluation by stud ents. Individual interviews provided students' views and opinions about their learning styles and the two teaching methods. The analysis of data was predominantly conducted by quantitative methods, supported by qualitative analysis of the interview data. Effect size analyses were used to investigate differences in performance under the two teaching methods on the basis of demographic and learning style differences. Further probes were conducted to elicit any interactions among the demographic variables and the learning style traits in their effect on performance under the two teaching methods and a quantitative measure for interaction was derived using effect sizes. While results confirmed some of the trends displayed by learning style traits in other disciplines, a number of interactions among variables were found to affect performance in Biology as well as performance under the two teaching methods. Gender, age, prior qualification and the language of instruction of prior education had various levels of interactions with the introvert/extrovert, intuitive/sensing, thinking/feeling and perceiving/judging learning traits and affected performance in Biology to varying extents. However, it was found that international students from diverse backgrounds were able to cope with both methods of teaching though there was a definite preference expressed for the traditional teacher directed method. The conclusions from this study have resulted in a number of recommendations for Biology educators, FS administrators, authors and all practitioners of PBL. Several suggestions have opened new avenues for future research. These recommendations for pedagogy and suggestions for future research can improve the outcomes of Biology education as well as other disciplines in related fields. As a consequence of this study two new instruments have been developed to assess student participation in the group discussions of PBL. These could prove to be valuable assessment tools for practitioners of this methodology.

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Sheridan, Blathnaid. "Does PBL work? : an investigation into the effects of introducing a problem based learning approach to mathematics in first year at tertiary level." Thesis, University of Sheffield, 2015. http://etheses.whiterose.ac.uk/7959/.

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This study explored the opinions and perceptions of first year mathematical sciences students towards problem-based learning as a teaching method for part of a foundation mathematics module. A piece of action research was undertaken and a mixed-method approach to data generation was used. Students’ opinions were obtained through a group interview carried out at the end of the module together with diary entries submitted by students over the duration of the module. Attitudes developed by students included the important role played by being an effective member of the group and constructive participation in group meetings. Students reported an improvement and enhanced awareness of skills such as independent learning skills, interaction within the group and communication skills. The value of being able to quickly and effectively resolve tensions within the group was also highlighted by many students. Whilst some students initially struggled with problem–based learning, they often developed strategies to help them to cope with their individual issues. Some students discussed how problem-based learning was not their preferred learning style and for some this opinion was not swayed during their experience of PBL. The different attitudes and indeed participation levels of students towards problem-based learning were highlighted in this study. Further research is now required to find out the reasons for these differences with the desire that all students be given the opportunities to develop knowledge and skills through problem-based learning that will help them throughout their studies and into their future careers. The findings of this study indicate that problem-based learning is an effective method to help students develop the skills and attitudes necessary to help them manage their future learning and working lives.

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Chueamueangphan, Bunchong. "Teaching and learning stem through a Thai cultural context." Thesis, Queensland University of Technology, 2021. https://eprints.qut.edu.au/225899/1/Bunchong_Chueamueangphan_Thesis.pdf.

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In rural primary schools in Thailand, students face a lack of resources for STEM education. A learning approach called Culturally Relevant STEM Education (CRSE) was proposed in this study to enhance rural students’ STEM education. The CRSE approach used local materials based on the local culture to develop students’ STEM knowledge and skills. This study trialled and refined the CRSE approach through collaboration between researcher and practitioner, thereby probing the potential of CRSE to advance the learning of STEM in Thailand, particularly in a rural context. It created teacher guidelines to support teachers’ use of CRSE in the classroom.

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Pelliciari, Marcos Roberto de Mendonça. "A liderança do docente como elo integrador no processo ensino-aprendizagem baseado em problemas (Problem-Based Learning) em ambientes híbridos na engenharia." Universidade de São Paulo, 2013. http://www.teses.usp.br/teses/disponiveis/18/18157/tde-02052013-161901/.

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Muitas instituições de ensino superior (IES) buscam novas formas de aperfeiçoarem o processo ensino-aprendizagem visando adequarem as aulas tradicionais às tecnologias emergentes advindas da Web 2.0, como as mídias sociais. Nesse processo de reinvenção, o docente deve capacitar-se a ministrar aulas não apenas com o intuito de disseminar conhecimentos tácitos e explícitos, mas também de liderar os estudantes na sala de aula presencial e nos ambientes virtuais de aprendizagem, conduzindo-os a superarem suas expectativas quanto ao aprendizado. Analisando perfis de liderança existentes, a presente dissertação, focada em um Estudo de Caso, busca identificar qual o perfil ideal de liderança do docente em ambientes híbridos, utilizando-se para tal do Índice de Satisfação de Grupo, análise de gráficos e do discurso dos estudantes. O método de ensino adotado pelo docente foi o PBL (Problem Based Learning), dando-se ênfase ao desenvolvimento do pensamento critico. A pesquisa realizou-se junto a disciplinas do Departamento de Engenharia de Produção da EESC-USP, onde estudantes de graduação e pós-graduação foram desafiados pelo método PBL a pensarem de forma crítica na construção do próprio conhecimento. Os resultados obtidos por meio de questionários aplicados ao final dos semestres de 2011 e 2012 mostram que a liderança Laissez-faire não é indicada na fase de implantação do PBL, necessitando maior interferência do docente para a quebra do paradigma entre o modelo de ensino tradicional e o novo. Conclui-se que a conexão entre o processo ensino-aprendizagem tradicional e o novo possa ser feita por meio da liderança situacional, alternando a liderança transformacional e a transacional de acordo com o contexto, excluindo-se a Laissez-faire.
Many institutions have developed new ways to improve the teaching-learning process, trying to adequate the classes to the emerging new technologies based on Web 2.0, as in the case of social media. In this re-inventing process teachers must have the leadership skills both in classrooms and virtual learning environments, allowing the students to overcome their expectations of the learning process. This dissertation is focused on a case study that seeks to identify what is the ideal leadership profile into hybrid environments, using a group satisfaction index, graphical analysis and student speeching skills. The teaching methodology used by the teacher was the PBL (Problem-Based Learning) that emphasizes the critical mindset. The research was carried out during the disciplines into the Manufacturing Engineering graduation and post-graduation program of Universidade de São Paulo (USP) EESC department. The students were challenged by the PBL methodology to think about the best way to build their own know how. The data obtained with the application of questionaries in the 2011 and 2012 semesters showed that the \"Laissez-Faire\" leadership is not recommended during the PBL methodology implementation, requiring more interferences and attention from the teacher to break the paradigm of the traditional teaching models. The conclusion is that the connection between the traditional and the new teaching-learning processes can be built using situational leadership, alternating between transformational leadership and transactional models, contextually, excluding the Laissez-faire.

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Almeida, Robson Rodrigues de. "A aprendizagem docente no trabalho com PBL : prática reflexiva e trabalho colaborativo entre professores do Ensino Médio Técnico." reponame:Repositório Institucional da UFABC, 2017.

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Orientadora: Profa. Dra. Maria Inês Ribas Rodrigues
Dissertação (mestrado) - Universidade Federal do ABC, Programa De Pós-Graduação em Ensino, História, Filosofia das Ciências e Matemática, 2017.
O objetivo deste trabalho foi investigar o conhecimento matemático para o ensino do Pensamento Algébrico nos Anos Iniciais do Ensino Fundamental. Tal pesquisa se justifica na medida em que, a partir da revisão de literatura, foi possível notar que existe certo consenso na comunidade internacional ao que se refere à importância e à necessidade do ensino da Álgebra já nesta etapa de escolaridade. Tal constatação se reflete, inclusive, na inserção de elementos algébricos no currículo de outros países, o mesmo não ocorrendo em nosso país, uma vez que esta discussão está ainda em uma fase embrionária. Baseados na revisão de literatura que nos mostrou que o trabalho com a Álgebra (Pensamento Algébrico) nos Anos Iniciais pode facilitar a aprendizagem com compreensão da própria Aritmética, assim como, pode contribuir para aprendizagens futuras da Álgebra, propomos um olhar sobre: O que se entende por conhecimento matemático para o ensino do Pensamento Algébrico nos Anos Iniciais do Ensino Fundamental? Para tanto, do ponto de vista metodológico, optamos por uma pesquisa qualitativa, numa perspectiva interpretativista, no formato multipaper, iniciando-a com uma análise de alguns dos documentos curriculares nacionais em busca de entender se e como os elementos que constituem o Pensamento Algébrico estão dispostos nesses documentos. Tomando-se por conteúdo matemático os números, as operações e suas propriedades, esses dados foram complementados com informações obtidas em um curso de extensão voltado para professores dos Anos Iniciais, com o intuito de identificar a compreensão dos participantes acerca do Pensamento Algébrico e, também, compreender em que medida eles reconhecem os elementos que o constituem. Ademais, a partir do curso de formação oferecido buscamos identificar os conhecimentos matemáticos revelados pelo grupo de professores quando estes discutem tarefas com potencial algébrico. O estudo revelou-nos que, da mesma forma que o Pensamento Algébrico tem presença limitada nos documentos curriculares nacionais, à exceção dos mais recentes, também os professores de nosso estudo apresentam pouca familiaridade com questões centrais que envolvem a caracterização e o trabalho com o Pensamento Algébrico nos Anos Iniciais. Os resultados evidenciam que os professores, no que se refere ao trabalho com o Pensamento Algébrico, possuem um conhecimento mais voltado para o saber fazer em detrimento do conhecimento específico matemático do conteúdo a ser ensinado.
The main goal of this research is to investigate the Mathematical Knowledge for Teaching Algebraic Thinking in Elementary School. Such research sustains in the recognized (at least internationally) importance of developing the Algebraic Thinking since early stages. Recognizing such importance had an impact in the curriculum of other countries, by including some dimensions of the Algebraic Thinking in such curriculum. That is not the case in Brazil. The literature review reveals the fact that working with Algebra (Algebraic Thinking) since Early Years is a facilitator for learning Arithmetic itself, as well as a way for contributing to future Algebraic learning. Our approach focus on: What comprises the Mathematical Knowledge for Teaching Algebraic Thinking in Early Years? To do so, a qualitative research with an interpretative approach has been developed. Firstly an analysis of some of the National curricular documents has been made in order to better understand how the Algebraic Thinking elements are included (or not) in these documents. Considering the topic of Numbers, Operations and their properties also data from a continuous training program for Early Years teachers has been collected. With such data we aimed at both identify and understand teachers¿ knowledge on Algebraic Thinking and obtain a broader and deeper idea on to what extent the participants recognize the core elements of such Algebraic Thinking. In addition, from the data gathered on the context of the continuous training program, we seek to identify and better understand the Mathematical Knowledge for Teaching revealed by the group of teachers when discussing tasks with algebraic potential. The study showed us that, aligned with the scares presence of the Algebraic Thinking in the curriculum documents (except for the more recent ones), the teachers of our study reveal a low level of familiarity with the core elements of the work with Algebraic Thinking. The results reveal teachers¿ knowledge more related to the "know how to do" than to the specific mathematical knowledge of the content to be taught.

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Zarrouk, Hajer. "The impact of problem-based learning methodology on learners of English for Academic Medical Purpose." Thesis, Le Havre, 2016. http://www.theses.fr/2016LEHA0025/document.

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Le but de cette étude était de considérer la possibilité de la mise en œuvre de l’approche d'apprentissage par problèmes (APP), Problem Based Learning (PBL), comme une méthodologie d'enseignement, épistémologiquement solide, pour enseigner l'anglais de spécialité (ASP), en particulier, dans le domaine académique de la médecine, English for Academic Medical Purposes (EAMP). Dans un premier temps, l'étude a examiné si PBL est compatible avec l'enseignement des langues et a cherché à déterminer les avantages que cette méthode peut apporter à l'enseignement de l'ASP. L'étude a également tenté de résoudre des problèmes d'apprentissage en anglais qui ont été identifiés dans les Collèges de Santé de l’Année préparatoire (Branche Féminine) au sein de l'Université de Hail, Arabie Saoudite. Une analyse des besoins a été menée dans l'institution pour mieux identifier ces problèmes d'apprentissage. En conséquence, PBL a été mis en œuvre pour déterminer si cette approche est capable de fournir une solution possible à la question, puisque PBL a été initialement mis en œuvre en médecine pour faire face à des problèmes similaires. Cela a entraîné un changement dans les niveaux macro-méthodologique et micro-méthodologique, comme Demaizière (1996 ; 66) les appelle. Dans la partie empirique, une étude longitudinale a été menée avec 13 étudiantes qui ont été observées dans une période de 8 semaines au cours de cinq PBL tutoriels, qui a eu lieu pendant quinze séances. En général, les résultats étaient en faveur de la mise en œuvre de cette approche dans l'enseignement de l'anglais médical. Ils ont également montré que PBL peut améliorer l'autonomie des apprenants ; leurs permettre de développer des stratégies d'apprentissage ; les aider à exploiter leurs compétences linguistiques ; et d'apprendre le contenu orienté vers leur domaine
The purpose of this study was to consider the implementation of Problem Based Learning (PBL) as an epistemologically sound teaching methodology to teach English for Specific Purposes (ESP) and particularly English for Academic Medical Purposes (EAMP). The study examined whether PBL is compatible with language teaching and determined the benefits that this methodology can bring to ESP. The study also attempted to solve problems with English learning that were identified in the Preparatory Year Health Colleges (Female Branch) within Hail University, Saudi Arabia. A needs analysis was conducted in the institution to examine the English learning situation and better identify these learning problems. Then PBL was implemented to determine if it provided a possible solution to the issue. This entailed a change in the macro-methodological and micro-methodological levels, as Demaizière (1996) called ‘le niveau macromethodologique’ and ‘le niveau micromethodologique’ (p.66). In the empirical part of this study, a longitudinal study was conducted with 13 students who were observed through a period of 8 weeks and over five PBL tutorials, which took place over fifteen sessions. During these fifteen sessions, learners’ behaviors or indicators of autonomy were observed at the group level for the first and third session of each PBL tutorial and at the individual level in session 2. In general, the results favored the implementation of this approach in teaching English for Academic Medical Purposes (EAMP). They also showed that PBL can improve learners’ autonomy; enable learners to develop learning strategies; help learners harness their language skills; and learn content oriented to their field

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Johansson, Anna. "Problembaserat lärande : - en elevaktiv arbetsmodell för grundskolans tidigare år?" Thesis, University of Gävle, University of Gävle, Department of Education and Psychology, 2009. http://urn.kb.se/resolve?urn=urn:nbn:se:hig:diva-4512.

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I dagens grundskola ställs en mängd olika krav på elever och på de kunskaper som bör besittas. Det beror på att skolan har till uppgift att förbereda eleverna inför det föränderliga samhälle vi lever i. För att kunna göra detta krävs att de är aktiva och delaktiga i den undervisning som rör dem och för att öka denna delaktighet finns en mängd olika arbetsmodeller som alla handlar om att förbättra elevers aktivitet. Bland dessa finns en modell som kallas problembaserat lärande och förkortas PBL.

Syftet med det här examensarbetet är att undersöka om, och i så fall hur ett problembaserat lärande kan användas i grundskolans tidigare år som en elevaktiv undervisningsmodell. Anledningen till att detta ämne och syfte valts är för att merparten av den forskning som finns som rör PBL fokuserar på högre studier medan de lägre undervisningsnivåerna har undersökts relativt lite. I ett försök att minska kunskapsglappet har denna undersökning syftat till att påvisa hur lärare arbetar och tidigare har arbetat med problembaserat lärande i grundskolans tidigare år.

Denna undersökning har genomförts med hjälp av kvalitativt inriktade interjuver vilka resulterade i slutsatserna att det är möjligt att arbeta med PBL som en elevaktiv undervisningsmodell i grundskolan och dess tidigare år samt att eleverna tycks bli mer aktiva och delaktiga. Det är grundat på resultatet av undersökningen där några av personerna som deltog ansåg sig arbeta eller tidigare ha arbetat med problembaserat lärande och gjort detta på ett tillfredsställande sätt. Dessutom tycktes eleverna, enligt undersökningspersonerna, bli mer aktiva och delaktiga än i traditionell undervisning.

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Fung, Nancy L. Y. "An exploration of the differing perceptions of problem-based learning (PBL) from students and facilitators of diverse cultural backgrounds, in the fields of theological and nursing education." Thesis, Biola University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3603086.

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Theological education has not widely utilized the PBL approach and there is very little research examining the utility of PBL in theological education. Lectures are currently the preferred teaching method in theological education, however, it is recognized that there is a need for a more holistic approach. As theological education is used in both Western and Eastern cultures it is important to consider the possible influence of cultural background on the response to a PBL approach. Cultural differences in the response to PBL have received little attention in PBL research to date. This study utilized in-depth phenomenological interviews and questionnaires to explore, describe and analyze the lived experience of tertiary nursing and theological students, their facilitators and expert educators. Participants from both Eastern andWestern cultural backgrounds were studied and the nursing students were included to provide a comparison group from a profession that has successfully utilized PBL for some time and that is similarly focused on equipping students to respond to the needs of others.

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Jennings, Peter. "PBL but not as we know it : an ethnography of the practice and facilitation of 'problem-based learning' within a hybrid graduate-entry medical programme in England." Thesis, University of Nottingham, 2013. http://eprints.nottingham.ac.uk/14438/.

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This thesis lifts the lid' on the educational practices within a medical education programme, which is based upon a Problem-Based learning (PBl) approach. It is an ethnographic case study that sets out to understand the practice and facilitation of PBl situated within a hybrid curriculum at a graduate-entry medical programme in England. Data was collected by audio-visual recording of PBl sessions, audio recording and observing facilitator meetings and through the author's experiences as a participant observer working as a facilitator within the research setting. The study exposes a variety of PBl practices within a single curriculum setting that have not previously been examined in detail within medical education, in particular through use of direct observational methods. The findings pose a challenge to a core educational objective, upon which the 'PBl' programme was founded, that being to develop students' skills as self-directed learners. While this is highlighted within the literature as a central component to the PBl process, the findings raise questions about how these assumptions are reflected in the practice of PBL.

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Moraes, Magali Aparecida Alves de. "Concepções sobre a aprendizagem baseada em problemas : um estudo de caso na FAMEMA /." Marília : [s.n.], 2004. http://hdl.handle.net/11449/102265.

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Orientador: Eduardo José Manzini
Banca: Maria de Lourdes Morales Horoguela
Banca: Ricardo Shoiti Komatsu
Resumo: O presente trabalho constitui um estudo de caso que aborda as versões sobre a implementação e desenvolvimento da aprendizagem baseada em problemas na FAMEMA. O objetivo da pesquisa é analisar as concepções de docentes-gestores, docentes-tutores e estudantes da 1ª série do Curso de Medicina sobre essa metodologia no currículo da FAMEMA e sua relação com a formação médica. Os dados foram coletados por meio de entrevista semi-estruturada. Três roteiros foram elaborados para cada um dos grupos de participantes. Os roteiros foram analisados por juízes e um estudo piloto foi realizado para adequação desses instrumentos. As entrevistas foram realizadas com dois gestores, doze docentes-tutores e doze estudantes da 1ª série do curso médico da FAMEMA em 2002. O método utilizado para a análise das entrevistas é o da análise de conteúdo temática. Após a elaboração das classes e subclasses temáticas, estas foram avaliadas por dois juízes e o índice de concordância com a pesquisadora foi 94,8% e 97,43%, respectivamente. Foram definidas duas temáticas: A ABP na FAMEMA e a Formação Médica e a ABP. Os resultados indicaram: 1) que, pelas concepções dos sujeitos sobre a ABP, esses a identificam como uma metodologia ativa de ensino-aprendizagem, utilizada em todo o currículo organizado de maneira interdisciplinar e não por disciplina, cujo objetivo é aprender a aprender; 2) que as aprendizagens de conhecimentos, habilidades e atitudes ocorrem por meio do estudo de problemas; 3) que a concepção de ensino-aprendizagem dos gestores, de alguns docentes-tutores e poucos estudantes é centrada no estudante e no aprender a aprender; entretanto, para alguns docentes-tutores e estudantes, a concepção é centrada no conteúdo; 4) que a concepção do processo saúde-doença está ampliada às dimensões biológica, psicológica... (Resumo completo, clicar acesso eletrônico abaixo)
Abstract: The present study comprises a case study that deals with the versions about the implementation and development of problem based learning at FAMEMA. The research aim is to analyze the conceptions of the teaching management staff, tutors and students of the 1st year of the Medical Course about that methodology in the curriculum of FAMEMA and its relationship with the medical formation. The data were collected by means of a semi-structured interview. Three question guides were elaborated for each one of the participating groups. The question guides were analyzed by evaluators and a pilot study was carried out for the adequacy of these instruments. The interviews involved two professionals of the teaching management staff, twelve tutors and twelve students of the 1st year of the medical course of FAMEMA in 2002. The method applied for the analysis of the interviews is the one of the thematic content analysis. After the elaboration of the thematic classes and sub-classes, these were appreciated by two evaluators and the concordance rate with the researcher was 94.8% and 97.43%, respectively. Two thematics were defined: PBL at FAMEMA and the Medical Formation and the PBL. The results show: 1) that, by the subjects' conceptions about the PBL, these identify it as an active teaching-learning methodology used in the whole curriculum organized in a interdisciplinary way and not by discipline, whose goal is to learn how to learn; 2) that the knowledge learnings, skills and attitudes, occur by means of problem study; 3) that the conception of the teaching-management staff', of some tutors' and that of some students' teaching-learning, is centered on the student and also, on the learning how to learn; however, for some tutors and students, the conception is centered on the content; 4) that the health-disease process conception is enlarged for the biological... (Complete abstract, click electronic address below)
Doutor

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Albion, Peter. "Interactive multimedia problem-based learning for enhancing pre-service teachers' self-efficacy beliefs about teaching with computers: design, development and evaluation." University of Southern Queensland, Faculty of Education, 2000. http://eprints.usq.edu.au/archive/00001393/.

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[Abstract]: Research has suggested that, despite support through policy and resource provision,information and communications technologies (ICTs) have made little impact on the practiceof education and that limited teacher preparation for the use of ICTs represents a partialexplanation. The purpose of this study was to investigate what form of professionaleducation might be effective in preparing pre-service teachers to integrate ICTs into theirteaching. Self-efficacy beliefs about teaching with computers were identified as a potentiallysignificant source of influence on teachers' use of ICTs for teaching. It was proposed thatinteractive multimedia using a problem-based learning design (IMM-PBL) should be aneffective tool for increasing self-efficacy. Principles for the design of IMM-PBL were derivedfrom the relevant literature.An IMM-PBL package was designed and developed for delivery in a web browser formatusing content relevant to the integration of ICTs into teaching. Interviews with and sampleresponses prepared by computer-using teachers provided the basis for ensuring therelevance of content.The completed materials were evaluated in use with a group of 24 final year pre-serviceteachers in a Queensland university. Participants in the trials reported that the materialswere engaging and assisted their learning about integrating computers in their teaching. Astatistically significant increase in self-efficacy for teaching with computers was found forusers who had initially low self-efficacy for teaching with computers.The principles proposed for IMM-PBL design were found to offer a practical basis for thedevelopment of effective learning materials. With further development, IMM-PBL promisesto be a powerful and flexible approach to supporting learning for teachers and otherprofessionals.

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MacVane, Fiona E. "Midwifery knowledge and the medical student experience. An exploration of the concept of midwifery knowledge and its use in medical students' construction of knowledge during a specialist obstetric rotation." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/4904.

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The literature concerning what medical students learn from midwives during specialist obstetric rotations is scarce. In the UK, despite a long tradition of providing midwifery attachments for medical students, it is almost non-existent. Working with midwives is arguably the only opportunity medical students have to experience holistic or social models of maternity care, focusing on normality rather than on the medical concept of risk. This study sought to discover how medical students constructed their knowledge about childbirth during a six week specialist rotation in obstetrics in a Northern English teaching hospital (NETH), with particular emphasis on whether participants assimilated any concepts from midwifery knowledge (MK). A Delphi Study, done as the first phase of the research, focused on MK, utilizing an international sample of experienced midwives. Resulting themes were used to develop the data collection tool for the second phase of the research. The research employed a qualitative case study method with students from a single year cohort comprising the case. Data were collected using a tool consisting of three problem based learning (PBL) scenarios. These were presented to the students in consecutive interviews at the beginning, the middle and the end of their obstetric rotation. Following analysis, five main themes were identified which illuminated the medical students' construction of knowledge about maternity care. These were explored and discussed. The thesis concludes with recommendations for increasing opportunities for IPE in the medical and midwifery curricula.

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MacVane, Fiona Ellen. "Midwifery knowledge and the medical student experience : an exploration of the concept of midwifery knowledge and its use in medical students' construction of knowledge during a specialist obstetric rotation." Thesis, University of Bradford, 2010. http://hdl.handle.net/10454/4904.

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The literature concerning what medical students learn from midwives during specialist obstetric rotations is scarce. In the UK, despite a long tradition of providing midwifery attachments for medical students, it is almost non-existent. Working with midwives is arguably the only opportunity medical students have to experience holistic or social models of maternity care, focusing on normality rather than on the medical concept of risk. This study sought to discover how medical students constructed their knowledge about childbirth during a six week specialist rotation in obstetrics in a Northern English teaching hospital (NETH), with particular emphasis on whether participants assimilated any concepts from midwifery knowledge (MK). A Delphi Study, done as the first phase of the research, focused on MK, utilizing an international sample of experienced midwives. Resulting themes were used to develop the data collection tool for the second phase of the research. The research employed a qualitative case study method with students from a single year cohort comprising the case. Data were collected using a tool consisting of three problem based learning (PBL) scenarios. These were presented to the students in consecutive interviews at the beginning, the middle and the end of their obstetric rotation. Following analysis, five main themes were identified which illuminated the medical students' construction of knowledge about maternity care. These were explored and discussed. The thesis concludes with recommendations for increasing opportunities for IPE in the medical and midwifery curricula.

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Pontes, Alessandra Nascimento. "Uso de modelagem computacional, gamificação e PBL no processo de ensino e aprendizagem do protocolo de classificação de risco do sistema Manchester." Universidade Federal de Alagoas, 2018. http://www.repositorio.ufal.br/handle/riufal/3559.

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In Brazil, the emergency and emergency area is considered by the Ministry of Health (MS) an important component of health care. In recent years, we have seen a considerable increase in the demand for emergency and emergency services, mainly due to the population growth and the increase in the number of accidents. Since 2007 the Ministry of Health has adopted the Manchester system as the standard protocol for risk classification and clinical priority throughout the national emergency and emergency system, be it public or private. Thus, the use of computational facilitators to learn the Manchester risk classification system consists of two parts: Computational modeling of the Manchester system in a dynamic model; and use of problem-based learning PBL and gamification to favor learning the system of risk classification. The dynamic model allows simulation as a means of visualizing the steps of the protocol operation, highlighting the key criteria that justify the classification. In addition to using the Petri Net, a modeling technique that allows the representation of systems, using as a foundation a strong mathematical base. The guiding objective was to produce a game as a scenario of the Manchester Protocol Risk Classification for professionals responsible for screening (doctors and nurses), offering a rating experience as close to reality as possible. It is also known that today, access to information is much easier, and the use of the language of games to promote learning makes the teaching method more playful and fun. It is concluded that, despite the importance of this protocol, through a review of the literature and a semi-structured research, the current research found that the protocol is not yet approached adequately in the nursing and medical training curriculum, delegating such knowledge of the practical experience of compulsory traineeships or the beginning of working life.
No Brasil, a área de urgência e emergência é considerada pelo Ministério da Saúde (MS) um importante componente da assistência à saúde. Nos últimos anos nos deparamos com um aumento considerável na demanda por atendimentos de urgência e emergência, principalmente devido ao crescimento populacional e ao aumento do número de acidentes. Desde 2007 o Ministério da Saúde adotou o sistema Manchester, como protocolo padrão para classificação de risco e prioridade clínica em todo o sistema nacional de urgência e emergência, seja ele público ou privado. Dessa forma, o uso de meios facilitadores computacionais para o aprendizado do sistema de classificação de risco Manchester consiste em duas partes: Modelagem computacional do sistema Manchester em um modelo dinâmico; e uso de aprendizagem baseada em problemas PBL e gamificação para favorecer o aprendizado do sistema de classificação de risco. O modelo dinâmico possibilita simulação como meio de visualizar as etapas do funcionamento do protocolo, destacando os critérios-chave que justificam a classificação. Além de utilizar a Rede de Petri, uma técnica de modelagem que permite a representação de sistemas, utilizando como alicerce uma forte base matemática. O objetivo norteador foi produzir um game como cenário da Classificação de Risco do Protocolo Manchester para profissionais responsáveis pela triagem (médicos e enfermeiros), oferecer uma experiência da classificação o mais próximo da realidade possível. Sabe-se também que hoje, o acesso à informação é muito mais fácil, e a utilização da linguagem dos jogos para promover a aprendizagem torna o método de ensino mais lúdico e divertido. Conclui-se que, apesar da importância desse protocolo, através de uma revisão da literatura e de uma pesquisa semi-estruturada, a atual pesquisa constatou que o referido protocolo ainda não é abordado adequadamente na grade formativa dos cursos de enfermagem e medicina, delegando tal conhecimento para as experiências práticas dos estágios obrigatórios, ou do início da vida profissional.

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Moraes, Magali Aparecida Alves de [UNESP]. "Concepções sobre a aprendizagem baseada em problemas: um estudo de caso na FAMEMA." Universidade Estadual Paulista (UNESP), 2004. http://hdl.handle.net/11449/102265.

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Made available in DSpace on 2014-06-11T19:31:46Z (GMT). No. of bitstreams: 0 Previous issue date: 2004-12-20Bitstream added on 2014-06-13T18:42:53Z : No. of bitstreams: 1 moraes_maa_dr_mar.pdf: 736222 bytes, checksum: 3742980577892611efcd6443959db3b0 (MD5)
O presente trabalho constitui um estudo de caso que aborda as versões sobre a implementação e desenvolvimento da aprendizagem baseada em problemas na FAMEMA. O objetivo da pesquisa é analisar as concepções de docentes-gestores, docentes-tutores e estudantes da 1ª série do Curso de Medicina sobre essa metodologia no currículo da FAMEMA e sua relação com a formação médica. Os dados foram coletados por meio de entrevista semi-estruturada. Três roteiros foram elaborados para cada um dos grupos de participantes. Os roteiros foram analisados por juízes e um estudo piloto foi realizado para adequação desses instrumentos. As entrevistas foram realizadas com dois gestores, doze docentes-tutores e doze estudantes da 1ª série do curso médico da FAMEMA em 2002. O método utilizado para a análise das entrevistas é o da análise de conteúdo temática. Após a elaboração das classes e subclasses temáticas, estas foram avaliadas por dois juízes e o índice de concordância com a pesquisadora foi 94,8% e 97,43%, respectivamente. Foram definidas duas temáticas: A ABP na FAMEMA e a Formação Médica e a ABP. Os resultados indicaram: 1) que, pelas concepções dos sujeitos sobre a ABP, esses a identificam como uma metodologia ativa de ensino-aprendizagem, utilizada em todo o currículo organizado de maneira interdisciplinar e não por disciplina, cujo objetivo é aprender a aprender; 2) que as aprendizagens de conhecimentos, habilidades e atitudes ocorrem por meio do estudo de problemas; 3) que a concepção de ensino-aprendizagem dos gestores, de alguns docentes-tutores e poucos estudantes é centrada no estudante e no aprender a aprender; entretanto, para alguns docentes-tutores e estudantes, a concepção é centrada no conteúdo; 4) que a concepção do processo saúde-doença está ampliada às dimensões biológica, psicológica...
The present study comprises a case study that deals with the versions about the implementation and development of problem based learning at FAMEMA. The research aim is to analyze the conceptions of the teaching management staff, tutors and students of the 1st year of the Medical Course about that methodology in the curriculum of FAMEMA and its relationship with the medical formation. The data were collected by means of a semi-structured interview. Three question guides were elaborated for each one of the participating groups. The question guides were analyzed by evaluators and a pilot study was carried out for the adequacy of these instruments. The interviews involved two professionals of the teaching management staff, twelve tutors and twelve students of the 1st year of the medical course of FAMEMA in 2002. The method applied for the analysis of the interviews is the one of the thematic content analysis. After the elaboration of the thematic classes and sub-classes, these were appreciated by two evaluators and the concordance rate with the researcher was 94.8% and 97.43%, respectively. Two thematics were defined: PBL at FAMEMA and the Medical Formation and the PBL. The results show: 1) that, by the subjects' conceptions about the PBL, these identify it as an active teaching-learning methodology used in the whole curriculum organized in a interdisciplinary way and not by discipline, whose goal is to learn how to learn; 2) that the knowledge learnings, skills and attitudes, occur by means of problem study; 3) that the conception of the teaching-management staff', of some tutors' and that of some students' teaching-learning, is centered on the student and also, on the learning how to learn; however, for some tutors and students, the conception is centered on the content; 4) that the health-disease process conception is enlarged for the biological... (Complete abstract, click electronic address below)

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Champari, Amir. "Att orka – eller inte orka? : En flermetodsstudie om elevers motivation och åtgärder för att öka den." Thesis, Luleå tekniska universitet, Pedagogik, språk och Ämnesdidaktik, 2020. http://urn.kb.se/resolve?urn=urn:nbn:se:ltu:diva-76159.

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I detta utvecklingsarbete studerade författaren en årskurs två klass i en gymnasieskola skola i Helsingborg. Författaren har försökt öka motivationen för elevernas egna lärande under en egen konstruerad och hållen lektionsplanering. Denna studie använder, genom hela utvecklingsarbete, en undervisningsmetod som heter Problembaserat lärande (PBL). Författaren konstruerade en undersökning med inspiration från Biggs et.al. (2001) "The Revised Two Factor Study Process Questionnaire "(R-SPQ-2F) och Ahlfeldt et al. (2005)" Student Engagement Survey"(SE). Under lektionsserien arbetade författaren med god undervisning genom att försöka för att göra lektionsserien meningsfull och låta eleverna arbeta i sina arbetsgrupper under några lektioner. Lektionsserien avslutades med en muntlig presentation av grupparbetet. Författaren genomförde också en intervju med författarens handledare. Resultaten visade att det var viktigt med meningsfullhet i lektionsmaterialet och det läraren har en stor betydelse för att kunna öka elevens motivation eget lärande. Ingen linjär relation visades emellertid och ingen större korrelation mellan enkätsfrågorna kan visas. Användningen av PBL i lektionsserien visade sig vara effektiv när eleverna uppnådde åtminstone de lägsta betygskriterierna för betyg E.
In this development work, the author studied a second grade class at an upper secondary school in Helsingborg. The author have tried to increase the motivation for the students own learning during an own constructed and held lesson plan. This study uses, throughout the development work, a teaching method called Problem-Based Learning (PBL). The author constructed a survey with inspiration from Biggs et.al. (2001) "The Revised Two Factor Study Process Questionnaire" (R-SPQ-2F) and Ahlfeldt et.al. (2005) "Student Engagement Survey" (SE). During the lesson series, the author have worked with good teaching by trying to make the lesson series meaningful and let the students work in their working groups with few lesson sessions. The lesson series ended with an oral presentation of the group work. The author have also conducted an interview with the author s supervisor. The results showed that it was important with meaningfulness in the lesson material and that the teacher has a great importance in order to be able to raise the motivation for the student's own learning. However, no linear relationship showed and no major correlation between the questions could be shown. The use of PBL in the lesson series turned out to be effective when the students achieved at least the lowest rating criteria for the grade E.

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Rodríguez, Fabià Gemma 1991. "Strategies for creativity development in biomedical education through inquiry." Doctoral thesis, Universitat Pompeu Fabra, 2019. http://hdl.handle.net/10803/666229.

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Els avenços tecnològics i científics que s’han produït durant les últimes dècades han constituït la recerca biomèdica tal i com la coneixem avui en dia. Per poder afrontar els reptes que proposa la ciència, en un futur proper, és necessari formar professionals innovadors en el camp de la biomedicina. Així doncs, la indagació ha estat identificada com una aproximació pedagògica òptima per desenvolupar les competències del segle XXI, com ara el pensament creatiu. En aquesta tesi, hem examinat com es desenvolupa la creativitat en quatre models d’indagació diferents (des de més guiats i disciplinaris fins a més oberts i transdisciplinaris), i també com els estudiants han viscut la implementació d’aquests models. Aquest estudi aporta resultats positius respecte al desenvolupament de la creativitat en els quatre models d’indagació, així com alts nivells de satisfacció amb la metodologia. Aquesta tesi proporciona noves idees sobre com fomentar l’adquisició de competències complexes. A més a més, ofereix uns indicadors i guies per dissenyar activitats d’indagació destinades a la formació en creativitat en l’àmbit de l’educació biomèdica.
Technological and scientific advances produced during the last decades have constituted what scientific research is today. Biomedicine needs innovative professionals to face the challenges raised during this century. Inquiry has been identified as an optimal pedagogical approach to develop 21st century higher order thinking skills such as creativity. In this thesis, we examine how creativity is developed in four different inquiry models (from more guided and subject-based to more open and transdisciplinary) as well as how students’ have experienced them. The findings of this thesis evidences positive results regarding creativity development in the four inquiry models, as well as high levels of satisfaction with the learning experience. This thesis provides an insight on how inquiry fosters the acquisition of complex skills. Moreover, this study offers indicators to design inquiry activities devoted to train creativity in biomedical education.

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Sena, Claudia Pinto Pereira. "Colaboração e mediação no processo de construção e representação do conhecimento por pessoas com deficiência visual, a partir da utilização da aprendizagem baseada em problemas." Faculdade de Educação, 2014. http://repositorio.ufba.br/ri/handle/ri/18154.

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O homem, em todo seu trajeto histórico cultural, vem produzindo e utilizando tecnologias, desde as mais rudimentares, como uma lança de madeira, até as mais complexas, não só como garantia de sobrevivência, como também em um processo contínuo de construção e difusão de conhecimentos. A sociedade, cada vez mais, vem exigindo do homem autonomia, criatividade e adaptação, valorando as informações e, em especial, os conhecimentos construídos. A educação, enquanto espaço formador de cidadãos, precisa estar atenta a estas constantes modificações sociais, econômicas e políticas e oferecer oportunidades que privilegiem o aprendizado significativo. Entendendo que o ambiente, a cultura e outros sujeitos influenciam a construção do conhecimento (mediação), propõe-se, com este trabalho, investigar o PBL (Problem Based Learning), enquanto estratégia educacional de aprendizagem colaborativa, em um grupo de pessoas com deficiência visual, através da experiência vivenciada em um Centro de Apoio ao Deficiente Visual da cidade de Feira de Santana-Ba. A mediação, compreendida neste trabalho como a interação entre os sujeitos e a utilização de instrumentos e signos, perpassa o processo de ensino aprendizagem, privilegiando o diálogo entre os pares e a intervenção. Em se tratando das pessoas com deficiência visual, signos não visuais devem ser utilizados, privilegiando o desenvolvimento de outras aptidões, como a percepção tátil, auditiva, dentre outras. A relevância de experimentar o PBL em um grupo de pessoas com deficiência visual se revela na possibilidade de oportunizar a estas pessoas um ambiente de interação que favorece a aquisição de conceitos e representação de conhecimentos, um espaço de diálogo e de inclusão social e de observar as potencialidades e fragilidades do método neste contexto. Frente às transformações do mundo contemporâneo, a educação tem utilizado as tecnologias de informação e comunicação (TIC) com a intenção de participar do processo de inclusão sociodigital. Diante do exposto, pretende-se também observar de que maneira as TIC podem ser utilizadas, ampliando as habilidades da pessoa com deficiência visual e colaborando na construção e difusão dos conhecimentos partilhados.
ABSTRACT The human being in all its historical and cultural path, has been producing and using technologies, from the most rudimentary, like a wooden spear, to the most complex, not only as a guarantee of survival, but also in a continuous process of construction and diffusion of knowledge. Society increasingly has required human autonomy, creativity and adaptation, valuing information and, in particular, the knowledge built. Education, as an area that forms citizens, need to be aware of these social, economic and political constant changes and provide opportunities that emphasize meaningful learning. Understanding that the environment, culture and other subjects influence the construction of knowledge (mediation), it is proposed, with this work, to investigate the PBL (Problem Based Learning), while educational strategy of collaborative learning in a group of visually impaired people through the lived experience at a Support Center for the Visually Impaired of Feira de Santana - Ba. Mediation, understood in this work as the interaction between the subject and the use of tools and signs, permeates the teaching and learning process, focusing on the dialogue between peers and intervention. In the case of people with visual impairment, visual signs should not be used, favoring the development of other skills, such as the tactile perception, hearing, among others. The relevance of experiencing PBL in a group of visually impaired people is revealed in the ability to create opportunities for these people an environment of interaction that favors the acquisition of concepts and knowledge representation, a space of dialogue and social inclusion and to observe the strengths and weaknesses of the method in this context. Face the transformations of the contemporary world; education has used the information and communication technologies (ICT) with the intention to participate in the process of sociodigital inclusion. Therefore, we intend to also observe how ICT can be used increasing the skills of people with visual impairments, supporting the tutorial sessions and collaborating in the construction and diffusion of shared knowledge.

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