As experiências de professores e estudantes em um curso de Engenharia de Computação baseado em PBL

• Ano de defesa: 2023
• Autor(a) principal: Cintra, Cristiano da Silva
• Orientador(a): Bittencourt, Roberto Almeida
• Tipo de documento: Dissertação
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual de Feira de Santana
• Programa de Pós-Graduação: Programa de Pós-Graduação em Ciência da Computação
• Departamento: DEPARTAMENTO DE TECNOLOGIA
• País: Brasil
• Palavras-chave em Português: PBL; Aprendizagem baseada em problemas; Educação em computação; Pesquisa qualitativa; análise fenomenológica interpretativa
• Palavras-chave em Inglês: Problem-based learning; Computing education; Qualitative research; Interpretative phenomenological analysis
• Área do conhecimento CNPq: CIENCIAS EXATAS E DA TERRA::CIENCIA DA COMPUTACAO; EDUCACAO::ENSINO-APRENDIZAGEM; CIENCIA DA COMPUTACAO::METODOLOGIA E TECNICAS DA COMPUTACAO
• Link de acesso: http://tede2.uefs.br:8080/handle/tede/1510

In recent years, active learning approaches have received considerable attention by higher education institutions. Among the various existing active learning approaches, Problem-Based Learning (PBL) is one that has gained popularity in the world. In computing, one of the most important experiences in the use of PBL in Brazil is being conducted in the Computer Engineering undergraduate program at the State University of Feira de Santana (UEFS). However, despite the decades-long practice of PBL around the world, the pioneering experience of the Computer Engineering program at UEFS and a significant amount of literature that details the praxis of the approach, there are not sufficiently expressive reports that address in detail the perspective of instructors and students who experience this educational process in the field of computing. Thus, the goal of this study was to describe how instructors and students of the Computer Engineering program at UEFS experience the PBL approach. Through an interpretative phenomenological analysis, we explored how instructors and students experience the PBL approach. We identified thirteen essences of the PBL approach: seven from instructors' perspectives and six from students' perspectives. From instructors' perspectives, the first essence is related to feedback; the second, to professional skills; the third, to evaluation; the fourth, to problem design; the fifth, to instructor engagement and professional development; the sixth, to motivating scenarios; and the seventh, to group dynamics. From students' perspectives, the uncovered essences are related to feedback, benefits of PBL, evaluation, PBL problems, interpersonal relationships and time management. These essences allow researchers to better understand instructors' and students' perspectives on their praxis of the PBL approach in an undergraduate program that uses it intensively, as well as to derive additional reflections on the benefits and challenges that PBL brings to the context of higher education, particularly in the field of computing.