Active methodology in mechanical technology

The course unit of Mechanical Technology II, which is taught in the 1st semester of the 3rd year, is integrated in the course structure of the Degree in Mechanical Engineering from the School of Technology and Management of the Polytechnic Institute of Bragança. The course contents are organized in fifteen themes that cover different manufacturing processes and which can be classified into two main groups: machining processes and metal joint processes (welding and structural adhesives). The classes of the course unit are divided into theoretical and practical (2 hours each). Usually in the theoretical classes prevail the exposition of contents by the teacher, while the practical classes have an experimental component of design and experimental work that is implemented in laboratory where the students conceive and manufacture real metal components. Considering the analysis of students' performance based on the approval of the course unit, it can be observed that in the academic years prior to 2016/2017 the approval rate was relatively high, for example in the three previous years this rate varied between 78% and 90%. However, if the theoretical component is separated from the practical component is verified that the students in theoretical part have a much lower classification, the percentage of approved classifications ranged from 19% to 42% for the same period. Thus, it is the practical component that essentially contributes to the observed approval rate, and there is doubt if the difficulties of theoretical concepts are overcome at the end of the whole process. In this context, there was a need to rethink new ways of approaching the theoretical component of the course unit that contribute to a greater involvement of the students in the classes and, consequently, to a more meaningful learning of the contents. To reach this objective, in the academic years 2016/2017 and 2017/2018, in the theoretical classes of the course unit the exposition of the themes was carried out by the students instead of traditional mode. In this way, the students were in charge of presenting the theoretical subjects. At the end of each presentation there was a large group discussion in the class, involved the discussion about the application of theoretical contents to practical cases. In order to encourage the student involvement in the debate and the previous study of content, at the end of each class, was proposed a "lesson question", which consisted of a written answer to one or two questions on the topic presented. The main goal of this work is to compare the results of this methodology for two different conditions. In academic year 2016/2017 the class has 15 students while the academic year 2017/2018 the class has 50 students. The analysis of the impact of the described methodology was carried out by the teacher, reflecting on the practice and confronting his experience of teaching the course unit in previous years, based on the students' performance. Was purposed a questionnaire to analyse the student’ opinion about the contribution of the applied methodology to their learning.info:eu-repo/semantics/publishedVersio

On the effect of assessed returnable documents as active methodology in Power Electronics

The methodological change caused by the implementation of the new degrees provides a clear opportunity to improve educational practices. This paper describes a teaching tool, named returnable document, to increase student work outside the classroom, motivate the students while raising their awareness about the importance and impact of their work. By using returnable documents teachers manage to strengthen the results of homework and the learning process in a flexible, motivating and entertaining way. In addition, compared to more traditional learning models, student participation is encouraged.Universidad de Málaga. Campus de Excelencia Internacional Andalucía Tech

Active Peer-Based Flip Teaching: An Active Methodology Based on RT-CICLO

[EN]The RT-CICLO model (real time – collective intelligence applied to a cooperative learning with a social base) is based on generalist processes identified in main active methodologies. This model has been developed as a general model. Therefore, it could be applicable to any active methodology. The main characteristic of the RT-CICLO method is not only to foster active learning, but also to enable students to acquire active skills. In this chapter, the RT-CICLO model is applied to a flip teaching methodology throughout all its phases (lesson at home and homework in the classroom). The main results are obtained in two steps. The first step confirms that students acquire active skills. The second one explores the impact of knowledge creation by students as a way to get feedback and to use the created knowledge as a learning object. It should be highlighted that students’ perceptions are positive using this approac

Active methodology: Flipped classroom and its practices in Basic Education

Este estudo propõe uma investigação sobre a metodologia ativa chamada "sala de aula invertida" e suas práticas na educação básica, problematizando como estas ocorrem. Na introdução, justificamos a importância da temática como foco investigativo. Metodologicamente, trata-se de um estudo qualitativo, utilizou-se de uma revisão bibliográfica em dissertações produzidas em âmbito nacional que contemplaram os temas metodologia ativa, sala de aula invertida, sendo que a busca dos dados foi realizada no período de 2014 a 2018, na base de dados da CAPES de teses e dissertações a partir dos descritores "metodologia ativa" e "sala de aula inversa." Os resultados preliminares apontaram 36 dissertações, desse total 8 atenderam aos critérios de inclusão sendo 06 de mestrado scrito sensu e 02 de mestrado profissional, as demais foram excluídas por não estabelecer um diálogo adequado e em consonância com a temática. As conclusões apontaram que ao se pensar na sala de aula invertida como uma prática devemos considerar o papel fundamental da tecnologia, bem como a mudança de papel do professor que se torna o mediador do processo e entendemos que a sala de aula invertida se enquadra como uma estratégia de ensino-aprendizagem. Todavia, a educação básica demanda novos formatos de interação discente-docente-discente e ao que tudo indica as metodologias ativas estão conquistando espaço, mas ainda requerem apropriação por parte dos professores e demais envolvidos nos processos acadêmicosThis study proposes an investigation about the active methodology called "inverted classroom" and its practices in basic education, problematizing how they occur. In the introduction, we justify the importance of the topic as an investigative focus. Methodologically, it is a qualitative study, it was used a bibliographical review in dissertations produced in a national scope that included the active methodology methodology, inverted classroom, and the search of the data was carried out in the period from 2014 to 2018, in the database of the thesis and dissertations captions from the descriptors "active methodology" and "inverse classroom." Preliminary results indicated 36 dissertations, of which 8 met the inclusion criteria, being 6 masters scrito sensu and 02 professional masters, the others were excluded because they did not establish an adequate dialogue and in line with the theme. The conclusions pointed out that when thinking of the inverted classroom as a practice we must consider the fundamental role of technology as well as the changing role of the teacher who becomes the mediator of the process and we understand that the inverted classroom fits like a teaching-learning strategy. However, basic education demands new formats of student-teacher-student interaction, and it seems that active methodologies are gaining space, but still require appropriation by teachers and others involved in academic processe

Evolution of project-based learning in small groups in environmental engineering courses

This work presents the assessment of the development and evolution of an active methodology (Project-Based Learning –PBL-) implemented on the course “Unit Operations in Environmental Engineering”, within the bachelor’s degree in Environmental Engineering, with the purpose of decreasing the dropout rate in this course. After the initial design and implementation of this methodology during the first academic year (12/13), different modifications were adopted in the following ones (13-14, 14-15 & 15-16) in order to optimize the student’s and professor’s work load as well as correct some malfunctions observed in the initial design of the PBL. This active methodology seeks to make students the main architects of their own learning processes. Accordingly, they have to identify their learning needs, which is a highly motivating approach both for their curricular development and for attaining the required learning outcomes in this field of knowledge. The results obtained show that working in small teams (cooperative work) enhances each group member’s self–learning capabilities. Moreover, academic marks improve when compared to traditional learning methodologies. Nevertheless, the implementation of more active methodologies, such as project-based learning, in small groups has certain specific characteristics. In this case it has been implemented simultaneously in two different groups of 10 students each one. Such small groups are more heterogeneous since the presence of two highly motivated students or not can vary or affect the whole group’s attitude and academic resultsPeer Reviewe

Engaging students in chemistry and physics with an active methodology

UIDB/04647/2020 UIDP/04647/2020Science, technology, engineering, and mathematics (STEM) play an important role in the global economy through technological innovation, creation, and problem-solving in this century. But it is difficult to capture students’ attention to it, and the loss of students in the STEM field hinders society's development, and Portugal is no exception. The students feel that this field is difficult, they feel disappointed as the academic outcomes are more difficult to obtain in the upper secondary, and they easily give up on this area and/or choose other fields. To mesmerize students in the science area and reinforce their positive emotions a project was elaborated based on flipped classrooms with a laboratory station model and started in September 2021. A study case was designed to perceive the impact of the laboratory station methodology and flipped classrooms on the motivation of upper-secondary science students. Self-response questionnaires were applied before and after an intervention phase where students had flipped classrooms and laboratory stations, experimental classes, during one school year. This research concludes that this teaching methodology allows students to maintain motivation throughout the school year. The teacher´s attitudes regarding school, learning and teaching processes, influence students and can trigger positive emotions concerning overcoming school difficulties and barriers they found during their learning journey. It is essential to disseminate these results, as they can help teachers to face the difficulties of engaging students in the learning process in the science field. As the limitation of this study is the small sample (26 students), this study will be replicated with new students in 10th grade and students who were part of this study will continue to be followed as this methodology will continue to be applied in 11grade.publishersversionpublishe

Teaching-Learning Patchwork Technique: Proposed Active Methodology Applied to Doctoral Education

The didactic-pedagogical innovation at the stricto sensu level can be the differential for a program to train qualified professionals for today\u27s demands. Within this perspective, the study seeks to reflect on the application process and impacts of a teaching strategy based on the Teaching-Learning Patchwork Technique (TLPT) active methodology in a doctoral business administration course. Using duoethnography, the research was carried out with a teacher and two students, generating reflections of different visions about the same object, which provided a greater understanding of the phenomena experienced. The results support that TLPT promotes educational innovation from the promotion of teaching worked in small strategically selected parts, creating a creative, collaborative, and reflective environment. The research contributes to a reflection on educational policies regarding the stricto sensu graduate courses

Active methodology and the teaching of cardiac physiology : a case study

Orientador: Fernanda Klein MarcondesDissertação (mestrado) - Universidade Estadual de Campinas, Faculdade de Odontologia de PiracicabaResumo: As metodologias ativas são consideradas estratégias úteis de aprendizado, pois favorecem a autonomia do aluno, despertando a curiosidade e estimulando as tomadas de decisões. Como opção de metodologia ativa de ensino, jogos educacionais podem aumentar o interesse e a retenção de conhecimento, além de estimular a habilidade dos alunos para resolução de problemas. Para o ensino de fisiologia cardíaca, foi desenvolvido o "quebra-cabeça do ciclo cardíaco", que tem sido utilizado nas aulas de fisiologia cardiovascular, no curso de Graduação em Odontologia da FOP ¿ UNICAMP. O objetivo deste estudo foi avaliar o efeito do uso do quebra-cabeça no aprendizado sobre fisiologia cardíaca. Alunos e alunas do segundo semestre do curso de Odontologia da Faculdade de Odontologia de Piracicaba ¿ UNICAMP (n = 62), com idade entre 18 e 25 anos, foram divididos em 2 grupos: Controle e Jogo. Os 2 grupos assistiram a quatro aulas e realizaram a atividade com o jogo na aula 2. Na aula 1, o grupo Controle teve uma aula teórica de duas horas, sobre fisiologia cardíaca, abordando as características especiais das células cardíacas, descrição detalhada do ciclo cardíaco, e a relação entre as características especiais do coração e as fases do ciclo cardíaco. O grupo Jogo teve uma aula teórica de 50 minutos, sobre os mesmos tópicos abordados na aula do grupo controle, excluindo a descrição do ciclo cardíaco e relação entre as características especiais do coração e as fases do ciclo cardíaco. Na aula 2, o grupo Controle fez um teste (perguntas para avaliação do aprendizado) antes da atividade com o quebra-cabeça do ciclo cardíaco, e o grupo Jogo respondeu às mesmas perguntas após a atividade com o jogo educacional. O grupo controle fez a atividade com o quebra-cabeça, logo após o teste. Ao resolver o quebra-cabeça, os alunos descreveram o ciclo cardíaco, relacionando os conceitos de morfologia cardíaca com a sua fisiologia. Na aula 3, todos os alunos participaram de uma discussão geral sobre ciclo cardíaco, a fim de sanar suas dúvidas. Na aula 4, os alunos fizeram uma prova da disciplina em que se insere o tema fisiologia cardiovascular. Para avaliar a aprendizagem, comparamos o número de acertos e erros no teste, e as notas obtidas nas questões sobre fisiologia cardíaca que faziam parte de uma prova da disciplina, entre os grupos Controle e Jogo (Teste t de Student, p < 0,05). No teste, o grupo Jogo apresentou menor número de erros (2.74 ± 0.42) e maior nota (7.20 ± 0.22), em comparação com o grupo Controle (5.62 ± 0.68; 5.51 ± 0.35, respectivamente). Na prova, aplicada após ambos os grupos terem utilizado o quebra-cabeça, não houve diferença nas notas obtidas pelos grupos Controle (8.93 ± 0.40) e Jogo (9.12 ± 0.33), nas questões sobre fisiologia cardíaca. Estes resultados mostraram um efeito positivo do quebra-cabeça sobre o aprendizado dos alunos sobre fisiologia cardíaca, em relação aos alunos que não o utilizaram. Além de melhorar o aprendizado sobre fisiologia cardíaca, o jogo ajudou-lhes a compreender e relacionar as características morfológicas do coração a sua fisiologiaAbstract: The active methodologies are considered useful strategies of learning, because they favor the autonomy of the student, arousing the curiosity and stimulating the making of decisions. As an option for active teaching methodology, instructional games can increase interest and retention of knowledge, as well as stimulating students' ability to solve problems. For the teaching of cardiac physiology, the "cardiac cycle puzzle" has been developed, which has been used in the cardiovascular physiology classes of the Undergraduate Course in Dentistry of Piracicaba Dental School - University of Campinas in Piracicaba. The aim of this study was to evaluate the effect of using a puzzle to learn about cardiac physiology. Students of the second semester of the Dentistry course of Piracicaba Dental School - UNICAMP (n = 62), aged between 18 and 25 years, were divided into 2 groups: Control and Game. The 2 groups attended four classes, performing the activity with the game in the class 2. In Class 1 the control group had a two-hour theoretical class about cardiac physiology, approaching the special characteristics of cardiac cells detailed description of the cardiac cycle, and the relation between the special characteristics of the heart and the phases of the cardiac cycle. The Game group had a theoretical class of 50 minutes, on the same topics covered in the class of the control group, excluding the description of the cardiac cycle. In class 2, the Control Group did an assessment exercise before an activity with the cardiac puzzle, and the Game Group answered the same questions after the above-mentioned activity. The Control group did the activity with the puzzle immediately after the assessment exercise. While solving the puzzle, the students had to describe the cardiac cycle by relating the concepts of heart morphology and physiology. In class 3, all the students participated in a general discussion about the cardiac cycle, in order to solve their doubts. In class 4, all the students passed an exam of the subject in which cardiovascular physiology is included. In order to evaluate the learning, we compared the number of correct answers and errors in the test, and the notes obtained in the questions about cardiac physiology that were part of a test of the discipline, between the Control and Game groups (Student¿s-t test, p < 0,05). In the assessment exercise, the game group presented a lower number of errors (2.74 ± 0.42) and higher score (7.20 ± 0.22) in comparison with the control group (5.62 ± 0.68; 5.51 ± 0.35). In the academic exam, applied after both groups had used the puzzle, there was no difference in the score obtained by the Control (8.93 ± 0.40) and Game Groups (9.12 ± 0.33) in questions about cardiac physiology. These results showed a positive effect of the puzzle on students' learning about cardiac physiology, when compared with those not using it. In addition to improving learning about cardiac physiology, the game helped them understand and relate the morphological characteristics of the heart with its physiologyMestradoFisiologia OralMestra em Odontologia33003033003P62011/50419-2CAPESFAPES

Teaching to Learning with Active Methodology in the Fine Arts Degree

Ante el planteamiento de la adaptación y desarrollo del Plan de Bolonia al Grado en Bellas Artes, surge la necesitad de nuevas metodologías educativas que modifiquen los roles tradicionales del profesorado y del alumnado según las nuevas premisas del Espacio Europeo de Educación Superior. Desde la asignatura Escultura III: Metodologías escultóricas (Grupo D), se realiza una propuesta metodológica llevada a cabo durante el curso académico 20112012 y se analizan sus resultados. Dicha actividad promueve la mejora del proceso de enseñanzaaprendizaje, mediante metodologías activas que se basan en la resolución de problemas y en el trabajo colaborativo.Given the approach of the adaptation and development of the Bologna Plan Degree in Fine Arts, it comes up the need for new educational methodologies that changes the traditional roles of teacher and students to new premises of the European Higher Education Area. We have made a methodology carried out during the academic year 20112012 in the subjet Sculpture III: Scuptural Methods (Group D), and to have analyzed their results. This activity increases improving teachinglearning process, by proposing active methodologies problem solving and collaborative work