Desenvolvimento de um instrumento multidimensional para avaliação de práticas de ensino no processo de aprendizagem

• Ano de defesa: 2015
• Autor(a) principal: Molina, Carlos Eduardo Corrêa [UNESP]
• Tipo de documento: Tese
• Tipo de acesso: Acesso aberto
• Idioma: por
• Instituição de defesa: Universidade Estadual Paulista (Unesp)
• Palavras-chave em Português: Engenharia - Estudo e ensino; Engenharia de produção; Avaliação; Pratica de ensino; Aprendizagem por atividades; Active learning
• Link de acesso: http://hdl.handle.net/11449/126589; http://www.athena.biblioteca.unesp.br/exlibris/bd/cathedra/05-08-2015/000836075.pdf

This paper intends to build mechanisms that measure the effectiveness of playful activities in teaching Production Engineering concepts. The uncertainty about this effectiveness regarding these practices in the teaching-learning process is one of the main issues in the engineering education. The methodology used was qualitative, by developing an explanatory case study, applying the case and studying it through observation, surveys, documentary analysis and pre and posttests. The applied surveys are reference of a theoretical-conceptual model regarding multidimensional evaluation, withdrawn from a theoretical background, that assesses the students' perception and motivation in facing the playful experience. On the other hand, pre and posttests point out the learning increase that students acquired with the dynamics. The empirical evidence indicate that the playful activities provided to the students motivation to learn, increasing indeed their learning. The most relevant and original contributions to this theory and its practice are the proposition of a theoretical-conceptual model regarding multidimensional evaluation that includes many dimensions (Attention, Relevance, Confidence, Satisfaction, Interaction, among others) and the assessment model (pretests and posttests) that checks the learning increase. This model allowed the dynamic's analysis in teaching Production Engineering concepts, although it could also be applied in other situations. Besides evaluating the effectiveness of this teaching technique, the suggested model predicates diagnosis and action plans in order to improve instructional design of the playful activity, in view of future applications