Detalhes bibliográficos
| Ano de defesa: |
2012 |
| Autor(a) principal: |
Campos, Bárbara Cristina Oliveira de
 |
| Orientador(a): |
Noffs, Neide de Aquino |
| Banca de defesa: |
Não Informado pela instituição |
| Tipo de documento: |
Dissertação
|
| Tipo de acesso: |
Acesso aberto |
| Idioma: |
por |
| Instituição de defesa: |
Pontifícia Universidade Católica de São Paulo
|
| Programa de Pós-Graduação: |
Programa de Estudos Pós-Graduados em Educação: Currículo
|
| Departamento: |
Educação
|
| País: |
BR
|
| Palavras-chave em Português: |
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| Palavras-chave em Inglês: |
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| Área do conhecimento CNPq: |
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| Link de acesso: |
https://tede2.pucsp.br/handle/handle/9680
|
Resumo: |
In order to answer the needs of society and the labor market towards the activities of engineer new training strategies in the engineering education must be adopted. The active methodology has been shown one of the most appropriate to face the challenges that come up in this situation. This work aims to analyze the perception of teachers on the active methodology Problem Based Learning (PBL) adopted in the Biomedical Engineering course at Faculty of Exact Sciences and Technology of Pontifical Catholic University of Sao Paulo since its inception in 2009. This research shows the importance of teacher's training in order to work with the PBL methodology as opposed to the traditional teaching model. In this context we adopt different instruments such as: a questionnaire, literature review and documentary analysis. We aimed to understand how teachers were trained to use active methodology PBL and what implications could be observed adopting this methodological model. The survey results show that teachers believe that PBL provides grant for teaching, with respect to tutor/student relations, teamwork and being possible to graduate an engineer with skills and competences to solve real problems beyond having an integrated vision of all knowledge areas. Another fact shows that the teacher's training in order to work with the implementation of PBL methodology must be continuous and seen as an essential factor in the success of this innovative curriculum's implementation |
