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

Authors

DOI:

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

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.

Author Biography

Ivonês Damasceno Lobo, Faculdade FAEL

Especialista em Direito Ambiental

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.

Downloads

Published

2021-06-30

Issue

Vol. 14 No. 2 (2021)

Section

Article

License

The BRAJETS follows the policy for Open Access Journals, provides immediate and free access to its content, following the principle that making scientific knowledge freely available to the public supports a greater global exchange of knowledge and provides more international democratization of knowledge. Therefore, no fees apply, whether for submission, evaluation, publication, viewing or downloading of articles. In this sense, the authors who publish in this journal agree with the following terms: A) The authors retain the copyright and grant the journal the right to first publication, with the work simultaneously licensed under the Creative Commons Attribution License (CC BY), allowing the sharing of the work with recognition of the authorship of the work and initial publication in this journal. B) Authors are authorized to distribute non-exclusively the version of the work published in this journal (eg, publish in the institutional and non-institutional repository, as well as a book chapter), with acknowledgment of authorship and initial publication in this journal. C) Authors are encouraged to publish and distribute their work online (eg, online repositories or on their personal page), as well as to increase the impact and citation of the published work.