Seminários como catalisadores da aprendizagem ativa em um estudo de caso de projetos de extensão universitária tecnológica
DOI:
https://doi.org/10.14571/brajets.v18.n3.1062-1075Palavras-chave:
aprendizagem ativa, conhecimento colaborativo, aprendizagem baseada em problemas, seminários, educação STEAMResumo
Este estudo explora o papel dos seminários na promoção da aprendizagem ativa em projetos de extensão universitária tecnológica. Utilizando o estudo de métodos como a Aprendizagem Baseada em Problemas (PBL), Aprendizagem Baseada em Projetos (PjBL) e abordagens STEAM, os seminários servem como plataformas dinâmicas para aumentar o engajamento dos estudantes, o pensamento crítico e a colaboração. Elementos-chave incluem a integração de atividades diretas, trabalho em equipe interdisciplinar e interação com a comunidade. Ao aproveitar Tecnologias da Informação e Comunicação, estas iniciativas conectam o conhecimento teórico com aplicações práticas, preparando os estudantes para desafios reais. Os resultados destacam o potencial promotor dos seminários em práticas educacionais inovadoras e produção colaborativa de conhecimento em programas de extensão do ensino superior.
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