Orientador: Eduardo José Manzini / Banca: Maria de Lourdes Morales Horoguela / Banca: Ricardo Shoiti Komatsu / Resumo: O presente trabalho constitui um estudo de caso que aborda as versões sobre a implementação e desenvolvimento da aprendizagem baseada em problemas na FAMEMA. O objetivo da pesquisa é analisar as concepções de docentes-gestores, docentes-tutores e estudantes da 1ª série do Curso de Medicina sobre essa metodologia no currículo da FAMEMA e sua relação com a formação médica. Os dados foram coletados por meio de entrevista semi-estruturada. Três roteiros foram elaborados para cada um dos grupos de participantes. Os roteiros foram analisados por juízes e um estudo piloto foi realizado para adequação desses instrumentos. As entrevistas foram realizadas com dois gestores, doze docentes-tutores e doze estudantes da 1ª série do curso médico da FAMEMA em 2002. O método utilizado para a análise das entrevistas é o da análise de conteúdo temática. Após a elaboração das classes e subclasses temáticas, estas foram avaliadas por dois juízes e o índice de concordância com a pesquisadora foi 94,8% e 97,43%, respectivamente. Foram definidas duas temáticas: A ABP na FAMEMA e a Formação Médica e a ABP. Os resultados indicaram: 1) que, pelas concepções dos sujeitos sobre a ABP, esses a identificam como uma metodologia ativa de ensino-aprendizagem, utilizada em todo o currículo organizado de maneira interdisciplinar e não por disciplina, cujo objetivo é aprender a aprender; 2) que as aprendizagens de conhecimentos, habilidades e atitudes ocorrem por meio do estudo de problemas; 3) que a concepção de ensino-aprendizagem dos gestores, de alguns docentes-tutores e poucos estudantes é centrada no estudante e no aprender a aprender; entretanto, para alguns docentes-tutores e estudantes, a concepção é centrada no conteúdo; 4) que a concepção do processo saúde-doença está ampliada às dimensões biológica, psicológica... (Resumo completo, clicar acesso eletrônico abaixo) / Abstract: The present study comprises a case study that deals with the versions about the implementation and development of problem based learning at FAMEMA. The research aim is to analyze the conceptions of the teaching management staff, tutors and students of the 1st year of the Medical Course about that methodology in the curriculum of FAMEMA and its relationship with the medical formation. The data were collected by means of a semi-structured interview. Three question guides were elaborated for each one of the participating groups. The question guides were analyzed by evaluators and a pilot study was carried out for the adequacy of these instruments. The interviews involved two professionals of the teaching management staff, twelve tutors and twelve students of the 1st year of the medical course of FAMEMA in 2002. The method applied for the analysis of the interviews is the one of the thematic content analysis. After the elaboration of the thematic classes and sub-classes, these were appreciated by two evaluators and the concordance rate with the researcher was 94.8% and 97.43%, respectively. Two thematics were defined: PBL at FAMEMA and the Medical Formation and the PBL. The results show: 1) that, by the subjects' conceptions about the PBL, these identify it as an active teaching-learning methodology used in the whole curriculum organized in a interdisciplinary way and not by discipline, whose goal is to learn how to learn; 2) that the knowledge learnings, skills and attitudes, occur by means of problem study; 3) that the conception of the teaching-management staff', of some tutors' and that of some students' teaching-learning, is centered on the student and also, on the learning how to learn; however, for some tutors and students, the conception is centered on the content; 4) that the health-disease process conception is enlarged for the biological... (Complete abstract, click electronic address below) / Doutor

Made available in DSpace on 2016-04-27T14:31:01Z (GMT). No. of bitstreams: 1 Barbara Cristina Oliveira de Campos.pdf: 1528714 bytes, checksum: 251cf690118716c3ac04430c1aa462f0 (MD5) Previous issue date: 2012-10-15 / In order to answer the needs of society and the labor market towards the activities of engineer new training strategies in the engineering education must be adopted. The active methodology has been shown one of the most appropriate to face the challenges that come up in this situation. This work aims to analyze the perception of teachers on the active methodology Problem Based Learning (PBL) adopted in the Biomedical Engineering course at Faculty of Exact Sciences and Technology of Pontifical Catholic University of Sao Paulo since its inception in 2009. This research shows the importance of teacher's training in order to work with the PBL methodology as opposed to the traditional teaching model. In this context we adopt different instruments such as: a questionnaire, literature review and documentary analysis. We aimed to understand how teachers were trained to use active methodology PBL and what implications could be observed adopting this methodological model. The survey results show that teachers believe that PBL provides grant for teaching, with respect to tutor/student relations, teamwork and being possible to graduate an engineer with skills and competences to solve real problems beyond having an integrated vision of all knowledge areas. Another fact shows that the teacher's training in order to work with the implementation of PBL methodology must be continuous and seen as an essential factor in the success of this innovative curriculum's implementation / As necessidades da sociedade e do mercado de trabalho para com as atividades dos engenheiros fazem com que novas estratégias de formação profissional devam ser adotadas. A metodologia ativa tem se mostrado uma das mais adequadas para o atendimento dos desafios interpostos nesta situação. Este trabalho tem por objetivo fazer uma análise da percepção dos docentes sobre a metodologia ativa Aprendizagem Baseada em Problemas (ABP) adotada no curso de Engenharia Biomédica da PUC-SP na Faculdade de Ciências Exatas e Tecnologia (FCET) desde seu início, no ano de 2009. Esta pesquisa mostra a importância da capacitação/formação dos docentes que atuam dentro desta metodologia em contraponto ao modelo de ensino tradicional. Neste contexto utilizamos os diferentes instrumentos: questionário, revisão bibliográfica e análise documental. O objetivo é compreender como os docentes foram formados para utilizar a metodologia ativa ABP e quais as implicações que se podem observar dentro desta concepção metodológica. Os resultados da pesquisa mostram que os docentes acreditam que a metodologia ABP fornece subsídios para a prática docente, para a relação tutor/aluno, para o trabalho em equipe e a possibilidade de formar um engenheiro com habilidades e competências para a resolução de problemas reais e com uma visão integrada de todas as áreas do conhecimento. Outro dado revelador é que a formação docente dos profissionais envolvidos com a implementação da metodologia ABP deve ser contínua e vista como um fator essencial para que se obtenha êxito na implementação desta proposta curricular inovadora

Adopting a Socio-Constructivist theoretical framework, this study investigated the French language discourse produced by a focal group of five intermediate learners of French while immersed in a virtual learning environment (VLE) and engaged in a problem-based activity. Adopting a mixed methods approach, this study analyzed both quantitative and qualitative data to examine the second language (L2) negotiation and co-construction of meaning process in this group's discourse; as well, it investigated these learners' emerging L2 critical thinking, problem solving, and technology literacy skills. Results indicated that the discourse produced by these students was significantly impacted by the problem-based activity itself, and characterized by a progressive trend towards higher levels of L2 critical thinking, with sustained episodes of negotiation and co-construction of meaning. Most notably, the discourse analysis indicated that it was during the consensus-building phase of the problem-based activity that most instances of higher level critical thinking occurred. Moreover, the 3-D representation of learners (as avatars) and space, as well as the immediacy of synchronous chat-based interactions in the VLE had a positive social, motivational, and linguistic impact on this process. These results lend support to the claim that VLEs, with an underlying problem-based and consensus-building component, provide optimal learning opportunities for learners to develop L2 critical thinking and problem solving abilities. Discussion is offered about the benefits of a mixed methods approach to research, as well as about the reliability and validity of Hull & Saxon's (2009) Interaction Analysis model for L2 discourse analysis. Implications for the L2 classroom as well as for future research on L2 negotiation of meaning are also provided.

Epistemic beliefs are individuals’ beliefs about the nature of knowledge, how knowledge is constructed, and how knowledge can be justified. This study employed a mixed-methods approach to examine: (a) middle and high school students’ self-reported epistemic beliefs (quantitative) and epistemic beliefs revealed from practice (qualitative) during a problem-based, scientific inquiry unit, (b) How do middle and high school students’ epistemic beliefs contribute to the construction of students’ problem solving processes, and (c) how and why do students’ epistemic beliefs change by engaging in PBL. Twenty-one middle and high school students participated in a summer science class to investigate local water quality in a 2-week long problem-based learning (PBL) unit. The students worked in small groups to conduct water quality tests at in their local watershed and visited several stakeholders for their investigation. Pretest and posttest versions of the Epistemological Beliefs Questionnaire were conducted to assess students’ self-reported epistemic beliefs before and after the unit. I videotaped and interviewed three groups of students during the unit and conducted discourse analysis to examine their epistemic beliefs revealed from scientific inquiry activities and triangulate with their self-reported data. There are three main findings from this study. First, students in this study selfreported relatively sophisticated epistemic beliefs on the pretest. However, the comparison between their self-reported beliefs and beliefs revealed from practice indicated that some students were able to apply sophisticated beliefs during the unit while others failed to do so. The inconsistency between these two types of epistemic beliefs may due to students’ inadequate cognitive ability, low validity of self-report measure, and the influence of contextual factors. Second, qualitative analysis indicated that students’ epistemic beliefs of the nature of knowing influenced their problem solving processes and construction of arguments during their inquiry activities. Students with more sophisticated epistemic beliefs acquired knowledge, presented solid evidence, and used it to support their claims more effectively than their peers. Third, students’ self-reported epistemic beliefs became significantly more sophisticated by engaging in PBL. Findings from this study can potentially help researchers to better understand the relation between students’ epistemic beliefs and their scientific inquiry practice.

The purpose of implementing educational reform is to improve the academic achievement and social skills of graduating students, but evaluating the benefits of a particular instructional method or curriculum design can be complicated. In an online and problem-based learning environment that allows students to choose content and assessment projects and self-pace, the motivation of students to learn and their engagement in the learning process significantly influences the success of the program. This generic qualitative study focused on the experiences of middle school students participating in an online and problem-based educational setting. The study included interview data and self-evaluation questionnaires about students' levels of motivation and engagement. Vygotsky's zone of proximal development (ZPD), Bandura's theory of self-efficacy, Dewey's experiential learning theory and other motivational theories provided the conceptual framework for this qualitative study of personalizing learning in constructivist environments. The data were analyzed through inductive thematic analysis with constant comparison. The findings highlighted the student perspective and identified factors that influenced students' buy-in to this type of personalized education. The results from this study may be used to help teachers plan and design curriculum and instructional strategies that encourage student motivation to learn and engagement in the learning process. Students who are motivated to learn and engaged in the learning process are more likely to graduate from school with the knowledge and skills required to enter the workforce and become productive knowledge workers in a knowledge economy.

The large influx of international students to universities of the developed world, the increased use of Problem-Based method of teaching and learning in the field of Health Education and growing awareness of the need to accommodate varying learning styles in any classroom are the three factors that influenced this research. This study was designed to investigate the effect of learning styles and demographic differences on performance in Biology when taught using two different methods of teaching. One was the teacher-directed Traditional Teaching and Learning (TTL) and the other was the student-centred Problem-Based Learning (PBL). The preferred learning styles of all Foundation Studies (FS) Biology students over four academic years at RMIT were determined using the Paragon Learning Style Inventory (PLSI). These students were taught two selected topics in Biology by the researcher using the two different methods and their performance assessed by a written test at the end of each topic. Two instruments were developed to assess student participation in PBL. The first instrument Students' Participation in Group Discussions (SPGD) rating scale was designed for teacher evaluation of student participation in PBL group discussions while the second instrument the Student Self Evaluation (SSE) rating scale was for self-evaluation by stud ents. Individual interviews provided students' views and opinions about their learning styles and the two teaching methods. The analysis of data was predominantly conducted by quantitative methods, supported by qualitative analysis of the interview data. Effect size analyses were used to investigate differences in performance under the two teaching methods on the basis of demographic and learning style differences. Further probes were conducted to elicit any interactions among the demographic variables and the learning style traits in their effect on performance under the two teaching methods and a quantitative measure for interaction was derived using effect sizes. While results confirmed some of the trends displayed by learning style traits in other disciplines, a number of interactions among variables were found to affect performance in Biology as well as performance under the two teaching methods. Gender, age, prior qualification and the language of instruction of prior education had various levels of interactions with the introvert/extrovert, intuitive/sensing, thinking/feeling and perceiving/judging learning traits and affected performance in Biology to varying extents. However, it was found that international students from diverse backgrounds were able to cope with both methods of teaching though there was a definite preference expressed for the traditional teacher directed method. The conclusions from this study have resulted in a number of recommendations for Biology educators, FS administrators, authors and all practitioners of PBL. Several suggestions have opened new avenues for future research. These recommendations for pedagogy and suggestions for future research can improve the outcomes of Biology education as well as other disciplines in related fields. As a consequence of this study two new instruments have been developed to assess student participation in the group discussions of PBL. These could prove to be valuable assessment tools for practitioners of this methodology.

<p><p>I dagens grundskola ställs en mängd olika krav på elever och på de kunskaper som bör besittas. Det beror på att skolan har till uppgift att förbereda eleverna inför det föränderliga samhälle vi lever i. För att kunna göra detta krävs att de är aktiva och delaktiga i den undervisning som rör dem och för att öka denna delaktighet finns en mängd olika arbetsmodeller som alla handlar om att förbättra elevers aktivitet. Bland dessa finns en modell som kallas problembaserat lärande och förkortas PBL.</p><p>Syftet med det här examensarbetet är att undersöka om, och i så fall hur ett problembaserat lärande kan användas i grundskolans tidigare år som en elevaktiv undervisningsmodell. Anledningen till att detta ämne och syfte valts är för att merparten av den forskning som finns som rör PBL fokuserar på högre studier medan de lägre undervisningsnivåerna har undersökts relativt lite. I ett försök att minska kunskapsglappet har denna undersökning syftat till att påvisa hur lärare arbetar och tidigare har arbetat med problembaserat lärande i grundskolans tidigare år.</p><p>Denna undersökning har genomförts med hjälp av kvalitativt inriktade interjuver vilka resulterade i slutsatserna att det är möjligt att arbeta med PBL som en elevaktiv undervisningsmodell i grundskolan och dess tidigare år samt att eleverna tycks bli mer aktiva och delaktiga. Det är grundat på resultatet av undersökningen där några av personerna som deltog ansåg sig arbeta eller tidigare ha arbetat med problembaserat lärande och gjort detta på ett tillfredsställande sätt. Dessutom tycktes eleverna, enligt undersökningspersonerna, bli mer aktiva och delaktiga än i traditionell undervisning.</p><p> </p></p>

It has been held that heuristic training alone is not enough for developing one's mathematical thinking. One missing component is a mathematical point of view. Many educational researchers have proposed problem-based curricula to improve students' views of mathematical thinking. The present study reports findings regarding effects of a problem-based calculus course, using historical problems, to foster Taiwanese college students' views of mathematical thinking. The present study consisted of three stages. During the initial phase, 44 engineering majors' views on mathematical thinking were tabulated by a six-item, open-ended questionnaire and nine randomly selected students were invited to participate in follow-up interviews. Students then received an 18-week problem-based calculus course in which mathematical concepts were problematized in order to challenge their personally expressed empirical beliefs in doing mathematics. Several tasks and instructional approaches served to reach the goal. Near the end of the semester, all participants answered the same questionnaire and the same students were interviewed to pinpoint their shift in views on mathematical thinking. It was found that participants were more likely to value logical sense, creativity, and imagination in doing mathematics. Further, students leaned toward a conservative attitude in the certainty of mathematical knowledge. Participants focus seemingly shifted from mathematics as a product to mathematics as a process. / Graduation date: 2003

In this thesis, the aim was to attain a deeper understanding according to the students meaning of learning related to their own responsibility and independence within a framework of an educa¬tional programme. An empirical study with an ethnographic approach was carried out during one term of a nursing programme that uses the PBL-approach. Based on observations, conversations, inter¬views and documents, three narratives were formulated. One describes the phases students experience in the planned curricula. Periods characterised of chaos, uncertainty and a heavy workload, alternate with periods of ‘cosmos’, optimism, curiosity and satisfaction. The second narrative is about students' learning objectives while realising that they have to make choices and decisions on their own to succeed. A dialectic driving force emerging from frustration and stimulation, chaos and cosmos, results in questions about what to learn and how to act. The third narrative describes how students handle these questions. The narratives reveal two dimensions. One concerns how the students form attitudes about the relevance of learning objectives and how they go about learning a knowledge base necessary for their future profession. The other dimension takes as its starting point the fact that students try to manage their learning situation taking into consideration the framework of the educa¬tional programme. These dimensions were further analysed using theoretical references. The first dimension was analysed from the perspective of teacher/learner control and a didactic analysis of the meaning of an educational setting. The second dimension was analysed on the basis of phenomenographic learning theory. As regards responsibility and independence there seems to be a point in abandoning the concept of self-directed learning. Instead of emphasising self, the interaction between people, the individual and the educational framework and the interaction with content, are found to be fundamental. This interaction includes communication, dialogue and active participation in all the parts of a learning situation. Based on the results of this study, I claim that the driving force in student-centred learning is the dialectic relation between frustration and stimulation, chaos and cosmos. This stimulates the students to engage in the teachers' traditional didactic ques¬tions concerning an educational programme: what are we going to study, how and why, and what are the objectives? The students' conduct as regards independence, vis à vis dependence, are related to a dialectic relationship between the prerequisites provided by the educational frame¬work and the students' interpretation and ability to use them. Expressions of responsibility and independence emerge as choices and decisions concerning the didactic questions, initiative, activity, search for opportunities to reflect and co-operate and self-confidence. The opposite, dependence, is characterised by strategies for “survival”. The students plan their learning situa¬tion so that the examinations and assignments can be successfully tackled, and the learning situation takes on features of a surface approach. I believe that further insights into learning in student-centred education can be found in the two dialectic relationships described above.

The main purpose of this meta-analysis was to investigate the effectiveness of PBL not only on student achievement and motivation in science, but also on attitudes towards science and skills in primary, secondary and higher educational levels. In addition, the effects of some moderator variables including publication type, research design, teacher effect, researcher effect, country, subject matter, school level, PBL mode, length of treatment, group size, type of questions and assessment instrument on the effectiveness of PBL were also examined in the scope of this meta-analysis. 147 effect sizes were revealed from 88 primary studies selected to be included in the meta-analysis based on the inclusion criteria. Random-effects model rather than fixed-effect model was chosen to be conducted to compute effect sizes indicating the effect of PBL on different outcomes while mixed-effect and fully random-effects model were used while performing analog ANOVA for moderator analysis. The results clearly show that PBL is more effective on different outcomes when compared to traditional teaching methods. The results indicate an overall medium mean effect size of 0.633 for PBL effectiveness. More specifically, PBL has a large impact with a large effect size of 0.820 on students&rsquo / achievement in science subjects in different levels and reveals medium effect sizes of 0.566, 0.616, and 0.565 for students&rsquo / attitude towards science, motivation in science and different kinds of skills, respectively. Moderator analyses indicate that publication type, country, subject area, school level and length of treatment have a noteworthy impact on the effectiveness of PBL.