A aprendizagem baseada em problemas no processo de formação docente do curso de Engenharia Biomédica da PUC-SP

Detalhes bibliográficos
Ano de defesa: 2012
Autor(a) principal: Campos, Bárbara Cristina Oliveira de lattes
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:
Palavras-chave em Inglês:
Área do conhecimento CNPq:
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