The perception of engineering students to Project Based Learning (ABP) applied in management and scientific methodology disciplines at Amapá State University

Alex Santiago Nina, Oriana Trindade Almeida, Rosinês Santiago Nina, Ivonês Damasceno Lobo

Abstract


The study aimed to analyze the perceptions of engineering students about the application of a Project Based Learning (PBL), called “product activity†applied at Amapá State University, in the first semester of 2019. The methodology consisted of the quantitative analysis of the perception of 69 students about 10 statements and the qualitative analysis of the comments of these students. The results revealed that product-activity highlights the intrinsic theoretical-practical relationship and develops the ability of students to perform academic and professional work, contributing to a better assimilation of the subject content. Finally, in conclusion, it is clear that the product activity represents an excellent strategy, seeking an integrative, multidisciplinary and practical management learning for engineering students.

References


COSTA, F. Mensuração e desenvolvimento de escalas. Rio de Janeiro: Editora Ciência Moderna, 2011.

CRAFT, A.; CAPRARO, R. Science, Technology, Engineering, and Mathematics Project-Based Learning: Merging Rigor and Relevance to Increase Student Engagement. Electronic International Journal of Education, Arts, and Science (EIJEAS), v. 3, n. 6, 2017.

CRESWELL, J. W. Projeto de pesquisa: qualitativo, quantitativo e misto. Porto Alegre. Artmed: 2007.

FIGUEIRÓ, P.; RAUFFLET, E. Sustainability in higher education: a systematic review with focus on management education. Journal of cleaner production, v. 106, p. 22-33, 2015.

HAN, S.; CAPRARO, R.; CAPRARO, M. How science, technology, engineering, and mathematics (STEM) project-based learning (ABP) affects high, middle, and low achievers differently: The impact of student factors on achievement. International Journal of Science and Mathematics Education, v. 13, n. 5, p. 1089-1113, 2015.

HOU, H.; YU, T.; WU, Y.; SUNG, Y.; CHANG, K. Development and evaluation of a web map mind tool environment with the theory of spatial thinking and projectâ€based learning strategy. British Journal of Educational Technology, v. 47, n. 2, p. 390-402, 2016.

JONG, N.; VERSTEGEN, D.; KÖNINGS, K. The role of the eâ€tutor in synchronous online problemâ€based learning: A study in a Master Public Health Programme. British Journal of Educational Technology, v. 49, n. 3, p. 385-397, 2018.

KARABULUTâ€ILGU, A.; CHERREZ, N.; JAHREN, C. A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology, v. 49, n. 3, p. 398-411, 2018.

KARABULUTâ€ILGU, Aliye; CHERREZ, Nadia Jaramillo; JAHREN, Charles T. A systematic review of research on the flipped learning method in engineering education. British Journal of Educational Technology, v. 49, n. 3, p. 398-411, 2018.

KOKOTSAKI, D.; MENZIES, V.; WIGGINS, A. Project-based learning: A review of the literature. Improving schools, v. 19, n. 3, p. 267-277, 2016.

LEWIS, D.; GERBER, E.; CARLSON, S.; EASTERDAY, M. Opportunities for educational innovations in authentic project-based learning: understanding instructor perceived challenges to design for adoption. Educational Technology Research and Development, p. 1-30, 2019.

NABI, G.; LINÃN, F.; FAYOLLE, A.; KRUEGER, N.; WALMSLEY, A. The impact of entrepreneurship education in higher education: A systematic review and research agenda. Academy of Management Learning & Education, v. 16, n. 2, p. 277-299, 2017.

NINA, A.; LOBO, I.; NINA, R. Empresas de capital aberto do setor químico. 1ª ed. Macapá: Alex Santiago Nina, 2019b.

NINA, A.; LOBO, I.; NINA, R. Grandes desastres: estudos de casos nacionais e internacionais. 1ª ed. Macapá: Alex Santiago Nina, 2019a.

NINA, A.; SILVA NETO, J.; LOBO, I. Planejamento urbano em municípios do Amapá e Pará. 1ª ed. Macapá: Alex Santiago Nina, 2019.

RIBEIRO, L. Aprendizagem Baseada em Problemas (ABP) na educação em engenharia. Revista de Ensino de Engenharia, v. 27, n. 2, p. 23-32, 2008.

RIBEIRO, L.; MIZUKAMI, M. A ABP na Universidade de Newcastle: Um modelo para o ensino de engenharia no Brasil? Olhar de Professor. v. 7, n. 1, p. 133-146, 2004.

RÃOS-CARMENADO, I.; LOPEZ, F.; GARCIA, C. Promoting professional project management skills in engineering higher education: Project-based learning (ABP) strategy. International journal of engineering education, v. 31, n. 1, p. 184-198, 2015.

SZLAFSZTEIN, C. Management of natural disasters in the Brazilian Amazon region. Natural Hazards. v. 76, n. 3, p. 1745-1757, 2015.

TORRES, J.; RADOS, G.; SOUZA, M. A knowledge management model in the support of engineering education/Um modelo de gestão de conhecimentos no apoio ao ensino de engenharia. Brazilian Journal of Development, v. 5, n. 10, p. 17929-17944, 2019.

TRINDADE, N.; TREVISAN, M.; LIMA, E.; FAVARIN, R. Educando para o desenvolvimento sustentável por meio da interdisciplinaridade: contribuições da aprendizagem experiencial no ensino de gestão. Administração: Ensino e Pesquisa (RAEP). v. 20, n. 3, 2019.

UNGARETTI, T.; THOMPSON, K.; MILLER, A.; PETERSON, T. Problem-based learning: Lessons from medical education and challenges for management education. Academy of Management Learning & Education, v. 14, n. 2, p. 173-186, 2015.




DOI: https://doi.org/10.14571/brajets.v14.n2.231-245

Creative Commons License
This work is licensed under a Creative Commons Attribution 4.0 International License.

Licensed under :

Creative Commons License
This work is licensed under a Creative Commons Attribution 3.0 Unported License.

----------------------------------------------------------------------

Indexing, Scientific Societies and Directories

Logo CAPES Logo periodicos.CAPES Logo Google Scholar

Logo GIF Logo Latindex Logo BASE Logo PKP

Logo DIADORIM Logo IBICT Logo SIS

Logo Gaudeamus Logo ROAD Logo DOAJ