Aprendizagem ativa no ensino técnico em mecatrônica com a utilização da plataforma Arduino

• Ano de defesa: 2020
• Autor(a) principal: Aquino Filho, Gilmar Ferreira de
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Cruzeiro do Sul; Brasil; Programa de Pós Graduação em Ensino de Ciências e Matemática; Cruzeiro do Sul
• Palavras-chave em Português: Aprendizagem baseada em problemas; Mecatrônica; Arduino; CNPQ::CIENCIAS HUMANAS::EDUCACAO::ENSINO-APRENDIZAGEM::METODOS E TECNICAS DE ENSINO
• Link de acesso: https://repositorio.cruzeirodosul.edu.br/handle/123456789/1054

Using a teaching methodology based on Active Learning means making the process of building student knowledge more independent. One of the methodologies that can be applied is Problem Based Learning (PBL), which makes use of a real problem that precedes the theory, appearing in opposition to the traditional methods that pose an application problem at the end of an expository class of the content. Active teaching methodology and Design Thinking (DT), which is related to the idealization, creation, elaboration, and specification of objects that are produced industrially. It is a strategic, technical, and creative activity, guided by an intention or objective or to solve a problem. This study, of qualitative nature, sought to investigate contributions of the aforementioned methodologies of active teaching in the discipline of projects in the Mechatronics Technical Course, through the use of the Arduino platform as a learning object. We structured the research into two groups composed of six students. Data collection was performed through the application of questionnaires answered by students at the end of these teaching methodologies application. In these questionnaires, students expressed their opinions about Active Learning, its advantages, and disadvantages, as well as self-assessed and evaluated the performance of their group. The students considered the attitudes and skills important for professional life to be excellent, with the methodology favoring group work and providing respect for divergent opinions, in addition to proactivity and collaboration among students. In this way, the Active methodology proved to be efficient as a strategic resource to promote a process of reflection on different ways of using computational resources, allowing a more effective participation of students and bringing them closer to the real context in professional life.