Enfoque
In this work we present some contributions from our studies on PBL (Problem Based Learning) for the teaching-learning of technology, within the scope of Professional and Technological Education in Brazil. Such studies have been undertaken for almost a decade, during master’s and doctoral research. The persons investigated are teachers and students of Technical High School, who seek to solve everyday problems using Information Technologies, namely: Artificial Intelligence, robotics, sustainable technologies, among others.
The general objective of our investigations is to reveal how PBL can be better developed in this teaching context, both from the perspective of teacher training and the experience of young students. More specifically, we aim to reveal how PBL contributes to mobilizing the knowledge of teachers who participated in the master’s research. With our doctorate in progress, we aim to understand and clarify how this teaching-learning strategy contributes to students’ scientific and technological literacy.
Given the particular context we investigated, the methodological approach of this research work assumes a qualitative character, and is constructed by instruments and processes which, during the use of PBL, validate the analysis of the challenges faced by students and teachers, as well as the construction and validation of hypotheses to overcome the problem.
Some of these instruments, for example, are recording PBL classes, semi-structured interviews and recording subjects’ dialogues; Processes such as content analysis and transcription of speeches help in the construction of the analysis of the collected data.
Problem-Based Learning (PBL) is a teaching strategy widely adopted in different countries and education levels. It uses a practical problem, real or potentially real (simulation scenarios), to encourage learners to build knowledge.
In our work, PBL is applied to a group of 30 students in the 3rd year of high school – the final stage of Basic Education in Brazil – and is led by 4 teachers from different areas: mathematics, Portuguese language, information technologies. In the first phase of the research, we focused our investigative look on the work of teachers, who chose PBL to guide their Course Conclusion Works, and faced the unpredictability of classes as a great challenge, that is, when seeking to solve problems, students brought innovative questions to the classroom, surprising teachers.
The Action Research was, then, a mode selected by these teachers as a response to the daily development of their professional training. In the context of Education, Action Research made it possible to identify difficulties in everyday practice, putting it into question, in a continuous training procedure, which collaborates in the mobilization of teaching knowledge.
Finally, we have investigated PBL as one of the possible strategies that help students’ Scientific and Technological Literacy, promoting critical training in the use of techniques such as Artificial Intelligence and other Information Technology topics. Some pre-analyses point to major challenges, but also ways to overcome them.
Nuria Padrós Flores
Comentó el 02/02/2024 a las 13:28:31
Congratulations!
Given that PBL was applied to third-year high school students, have you observed any long-term impact on the educational or professional trajectories of these students?
Robson Rodrigues de Almeida
Comentó el 02/02/2024 a las 22:01:28
Thank you for your interest and contribution to our work.
Yes, we found a long-term impact on the students’ professional trajectory. I tell you this based on feedback from students who have completed the course; Most of them tell us that problem solving was an incredible experience at school and that it is very similar to the experiences they have in their current profession. I highlight that this feedback is not included in our research work, but comes from institutional data collected by the school where the research is carried out.
Thanks
Lucía Bellés-Calvera
Comentó el 02/02/2024 a las 11:35:15
Dear Robson and Maria Inês,
Congratulations on your research. I'm curious to know more about the challenges faced by teachers in dealing with the PBL classes. Do they have any previous training courses or some kind of institutional support?
Thanks
Robson Rodrigues de Almeida
Comentó el 02/02/2024 a las 21:56:16
Hello, Lucia
Thanks for the excellent question.
Our research indicated the following challenges faced by teachers when working with PBL: greater unpredictability in classes; work in a multidisciplinary way; seek ongoing training. The teachers received considerable institutional support, but their initiative was paramount. Most teachers have previous training in their specific areas of knowledge, and in-service training was also essential for PBL, as it was an innovative method in their classes.
Thanks
Pedro Tadeu
Comentó el 01/02/2024 a las 19:48:12
Oi Robson e Maria,
Parabéns pela vossa investigação. Deixo 2 questões curtinhas!
-Com base nas vossas descobertas, quais as recomendações que vocês fariam para os professores que desejam implementar o PBL em contextos similares?
-Como é que as instituições de ensino podem melhor e apoiar os professores e alunos na adoção do PBL, especialmente em disciplinas relacionadas com a tecnologia?
Cumprimentos
Pedro Tadeu
Robson Rodrigues de Almeida
Comentó el 01/02/2024 a las 21:12:18
Oi, Pedro Tadeu!
Obrigado pelo interesse e pelas excelentes perguntas.
Sobre as recomendações que faríamos aos docentes, com base em nossas pesquisas: primeiro, que não tenham receio de inovar, pois o trabalho com PBL acarreta maior imprevisibilidade nas aulas, com alunos com perguntas nem sempre esperadas. Em segundo e, para ajudar nesse primeiro aspecto, recomendamos que os professores busquem estratégias de auto formação, como a Pesquisa-Ação. Assim a reflexão sobre a prática docente e com trabalho colaborativo entre professores poderá melhorar o ambiente com PBL.Oi, Pedro Tadeu!
Obrigado pelo interesse e pelas excelentes perguntas.
Sobre as recomendações que faríamos aos docentes, com base em nossas pesquisas: primeiro, que não tenham receio de inovar, pois o trabalho com PBL acarreta maior imprevisibilidade nas aulas, com alunos com perguntas nem sempre esperadas. Em segundo e, para ajudar nesse primeiro aspecto, recomendamos que os professores busquem estratégias de auto formação, como a Pesquisa-Ação. Assim a reflexão sobre a prática docente e com trabalho colaborativo entre professores poderá melhorar o ambiente com PBL.
Robson Rodrigues de Almeida
Comentó el 01/02/2024 a las 21:19:00
Oi, Pedro Tadeu!
Obrigado pelo interesse e pelas excelentes perguntas.
Sobre as recomendações que faríamos aos docentes, com base em nossas pesquisas: primeiro, que não tenham receio de inovar, pois o trabalho com PBL acarreta maior imprevisibilidade nas aulas, com alunos com perguntas nem sempre esperadas. Em segundo e, para ajudar nesse primeiro aspecto, recomendamos que os professores busquem estratégias de auto formação, como a Pesquisa-Ação. Assim a reflexão sobre a prática docente e com trabalho colaborativo entre professores poderá melhorar o ambiente com PBL.Oi, Pedro Tadeu!
Obrigado pelo interesse e pelas excelentes perguntas.
Sobre as recomendações que faríamos aos docentes, com base em nossas pesquisas: primeiro, que não tenham receio de inovar, pois o trabalho com PBL acarreta maior imprevisibilidade nas aulas, com alunos com perguntas nem sempre esperadas. Em segundo e, para ajudar nesse primeiro aspecto, recomendamos que os professores busquem estratégias de auto formação, como a Pesquisa-Ação. Assim a reflexão sobre a prática docente e com trabalho colaborativo entre professores poderá melhorar o ambiente com PBL.
Pedro, sobre o apoio das instituições de ensino, elas podem faze-lo buscando, primeiro, acreditar no trabalho com resolução de problemas e então abrir portas pra que a estratégia funcione. Por exemplo, pode ser que os alunos precisem de tempo maior que o das aulas, e procurem ficar nos espaços da escola no contra período, num laboratório. A escola pode prover esse espaço e estrutura. Já para os docentes, recomendamos que as instituições apóiem o trabalho multidisciplinar, pois uma só disciplina pode não dar conta das demandas necessárias para resolução de problemas.
Qualquer dúvida, estamos à disposição, Pedro.
Um grande abraço.
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