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METODOLOGIAS ATIVAS NO ENSINO SUPERIOR: UM MAPEAMENTO SISTEMÁTICO NO CONTEXTO DOS CURSOS DE ENGENHARIA

METODOLOGÍAS ACTIVAS EN LA ENSEÑANZA SUPERIOR: UNA CARTOGRAFÍA SISTEMÁTICA EN EL CONTEXTO DE LOS CURSOS DE INGENIERÍA

RESUMO:

As metodologias ativas podem ser entendidas como alternativas pedagógicas que colocam o foco do aprendizado nos estudantes. Com mediação de docentes competentes, os alunos aprendem a partir da descoberta, da investigação e por problemas. Tais metodologias comumente promovem uma maior retenção e compreensão de contéudos ensinados, uma vez que o aprendiz se encontra engajado nas atividades, seja por meio de pesquisa, colaborações em grupo, discussão e resolução de problemas. Este trabalho teve como objetivo verificar a evolução temporal do uso de metodologias ativas, no contexto dos cursos superiores de Engenharia, a partir de um mapeamento sistemático da literatura. A partir de um protocolo de pesquisa estabelecido, buscou-se verificar quais os principais pesquisadores desta área, sua localização geográfica e quais as metodologias preferidas no contexto destes cursos. A partir dos resultados, foi possível observar que o crescimento do número de publicações científicas sobre metodologias ativas no contexto da Educação em Engenharia, em especial nos últimos cinco anos do período analisado (entre 2015 e 2020). Pode-se notar a realização de pesquisas neste contexto em todos os continentes, com predomínio de estudos liderados por pesquisadores americanos e europeus. Nos estudos mapeados, a sala de aula invertida e a aprendizagem baseada em problemas foram as metodologias mais identificadas. Isso indica uma maior preocupação dos professores da área em promover atividades com elevado envolvimento, que permitam o desenvolvimento de habilidades e competências pessoais e profissionais, ainda no período de formação.

Palavras-chave:
metodologias de ensino; Educação em Engenharia; aprendizagem baseada em projetos; aprendizagem baseada em problemas; sala de aula invertida

RESUMEN:

Las metodologías activas pueden entenderse como alternativas pedagógicas que ponen el foco del aprendizaje en los alumnos. Con la mediación de profesores competentes, los alumnos aprenden a partir del descubrimiento, la investigación y los problemas. Estas metodologías suelen promover una mayor retención y comprensión de los contenidos enseñados, ya que el alumno participa en actividades, ya sea a través de la investigación, la colaboración en grupo, el debate y la resolución de problemas. Este trabajo tuvo como objetivo verificar la evolución temporal del uso de las metodologías activas en el contexto de los cursos de educación superior en Ingeniería, a partir de un mapeo sistemático de la literatura. A partir de un protocolo de investigación establecido, se buscó verificar cuáles son los principales investigadores en esta área, su ubicación geográfica y cuáles son las metodologías preferidas en el contexto de estos cursos. A partir de los resultados, se pudo observar que el crecimiento en el número de publicaciones científicas sobre metodologías activas en el contexto de la Enseñanza de la Ingeniería, especialmente en los últimos cinco años del período analizado (entre 2015 y 2020). Se puede observar la realización de investigaciones en este contexto en todos los continentes, con un predominio de estudios dirigidos por investigadores americanos y europeos. En los estudios mapeados, el aula invertida y el aprendizaje basado en problemas fueron las metodologías más identificadas. Esto indica una mayor preocupación entre los profesores de la zona por promover actividades con alta implicación que permitan el desarrollo de habilidades y competencias personales y profesionales durante el periodo de formación.

Palabras clave:
metodologías de enseñanza; enseñanza de la ingeniería; aprendizaje basado en proyectos; aprendizaje basado en problemas; aula invertida

ABSTRACT:

Active learning is all pedagogical alternatives that place the focus of learning on the students. With the mediation of competent teachers, the students learn by discovery, by investigation, and by problems. Such methodologies commonly promote more content retention and comprehension once the students are engaged in activities, whether through research, group collaborations, discussion, and problem-solving. This work aimed to verify the temporal evolution of active learning methods in higher education Engineering courses, based on a systematic mapping of the literature. We observed which are the main researchers in this field, their geographic location, and which methodologies are preferred in the context of these courses. From the results, we observe a growth in scientific publications on active learning methodologies and Engineering Education, especially in the last five years of the period analysed (between 2015 and 2020). We also see research in this field on all continents, with a predominance of studies led by American and European researchers. In the mapped studies, the inverted classroom and problem-based learning were the most identified methodologies. It indicates a concern of teachers in this area to promote activities with high involvement, which allow the development of personal and professional skills and competencies, even during their training period.

Keywords:
active learning; Engineering Education; Project-Based Learning; Problem-Based Learning; Flipped Classroom

INTRODUÇÃO

As metodologias ativas podem ser entendidas como métodos de ensino que envolvam ativamente os estudantes durante o processo de aprendizagem. Por meio de ações e atividades significativas, os alunos tem reflexões sobre o que estão fazendo e o que estão aprendendo. Alternativamente, tais abordagens podem ser indicadas na literatura como ensino indutivo. Tais métodos tem em comum o fato de que o aluno assume uma maior responsabilidade e protagonismo pelo seu aprendizado, que pode estar baseado em pesquisas e/ou atividades colaborativas, envolvendo discussão e solução de problemas. O professor assume uma posição de facilitador da aprendizagem, não atuando como fonte primária do conhecimento, avaliando e observando o progresso de seus estudantes e dando o auxílio necessário, em momentos específicos. Como resultado do engajamento dos discentes, nota-se uma maior retenção e compreensão dos conteúdos abordados, além de uma maior atenção e concentração nas atividades propostas (Hernández‑de‑Menéndez et al.; 2019Hernández-de-Menéndez, M., Vallejo Guevara, A., Tudón Martínez, J. C., Hernández Alcántara, D., Morales-Menendez, R. (2019). Active learning in engineering education. A review of fundamentals, best practices and experiences. International Journal on Interactive Design and Manufacturing (IJIDeM), 13(3), 909-922. https://doi.org/10.1007/s12008-019-00557-8
https://doi.org/10.1007/s12008-019-00557...
; Prince, 2004Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x
https://doi.org/10.1002/j.2168-9830.2004...
; Prince e Felder, 2006Prince, M. J., Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and Research Bases. Journal of Engineering Education, 95(2), 123-138. https://doi.org/10.1002/j.2168-9830.2006.tb00884.x
https://doi.org/10.1002/j.2168-9830.2006...
).

Apesar de serem consideradas recentes e modernas, as metodologias ativas já eram destacadas por autores clássicos na Educação no início do século XX, tais como John Dewey e Lev Vygotsky, no contexto da formação escolar de crianças e jovens. O primeiro salientava a importância de que o conhecimento passado em sala de aula deveria ser sempre introduzido por situações reais, que gerassem interesse dos alunos em aprender, já que a educação deveria ser considerada como um processo de vida e não como um processo de preparação para uma vida futura (Williams, 2017Williams, M. K. (2017). John Dewey in the 21st Century. Journal of Inquiry and Action in Education, 9(1), 91-102.). Já o segundo indicava as atividades interativas, tais como discussões produtivas, feedbacks construtivos e a colaboração com os outros, como fundamentais para a construção do conhecimento, sendo o professor o principal promotor e motivador deste tipo de interação (Kurt, 2020Kurt, D. S. (2020, July 11). Lev Vygotsky - Sociocultural theory of cognitive development. Educational Technology. Retrieved February 3, 2023, fromhttps://educationaltechnology.net/lev-vygotsky-sociocultural-theory-of-cognitive-development/
https://educationaltechnology.net/lev-vy...
). Ambas as características enfatizadas por estes autores são pilares fundamentais das metodologias ativas aplicadas em tempos atuais.

Mesmo com as diferentes vantagens e os bons resultados do uso de metodologias ativas, a maioria dos professores ainda prefere as metodologias tradicionais, especialmente os professores das áreas de Ciência, Tecnologia, Engenharia e Matemática (comumente agrupadas pela sigla em inglês STEM - Science, Technology, Engineering and Mathematics) (Stains et al. 2018Stains, M., Harshman, J., Barker, M. K., Chasteen, S. V., Cole, R., DeChenne-Peters, S. E., Eagan, M. K., Esson, J. M., Knight, J. K., Laski, F. A., Levis-Fitzgerald, M., Lee, C. J., Lo, S. M., McDonnell, L. M., McKay, T. A., Michelotti, N., Musgrove, A., Palmer, M. S., Plank, K. M., … Young, A. M. (2018). Anatomy of STEM teaching in North American universities. Science, 359(6383), 1468-1470. https://doi.org/10.1126/science.aap8892
https://doi.org/10.1126/science.aap8892...
). Os principais motivos alegados pelos professores são tempo insuficiente para preparo das aulas com novas metodologias, recursos limitados, falta de apoio institucional, dificuldade de abordar conteúdos e fazer avaliações usando tais abordagens, resistência dos estudantes em participarem das atividades ativas propostas, em assumirem a responsabilidade pelo seu aprendizado e de serem forçados a realizarem atividades em grupo (Deslauriers et al., 2019Deslauriers, L., McCarty, L. S., Miller, K., Callaghan, K., Kestin, G. (2019). Measuring actual learning versus feeling of learning in response to being actively engaged in the classroom. Proceedings of the National Academy of Sciences, 116(39), 19251-19257. https://doi.org/10.1073/pnas.1821936116
https://doi.org/10.1073/pnas.1821936116...
; Felder, 2010Felder, R. M. (2010). Random thoughts: The link between teaching and research. 2. How to strengthen each without weakening the other. Chemical Engineering Education, 44(3), 213-214.; Henderson et al., 2007Henderson, C., Dancy, M. H. (2007). Barriers to the use of research-based instructional strategies: The influence of both individual and situational characteristics. Physical Review Special Topics - Physics Education Research, 3(2). https://doi.org/10.1103/physrevstper.3.020102
https://doi.org/10.1103/physrevstper.3.0...
).

Apesar de tais fatos, universidades e docentes, em iniciativas próprias, tem considerado os diferentes benefícios das metodologias ativas e tem investido em ambientes e situações propícias para sua adoção nos currículos do ensino superior (Hernández‑de‑Menéndez et al.; 2019Hernández-de-Menéndez, M., Vallejo Guevara, A., Tudón Martínez, J. C., Hernández Alcántara, D., Morales-Menendez, R. (2019). Active learning in engineering education. A review of fundamentals, best practices and experiences. International Journal on Interactive Design and Manufacturing (IJIDeM), 13(3), 909-922. https://doi.org/10.1007/s12008-019-00557-8
https://doi.org/10.1007/s12008-019-00557...
). A necessidade de formar profissionais com capacidade técnica aliada à capacidade de resolução de problemas, presentes no dia-a-dia das profissões, incentiva o uso dessas abordagens com os estudantes universitários, nas mais diferentes áreas. O desenvolvimento de competências e habilidades valorizadas pelo mercado de trabalho, tais como o pensamento crítico, a análise e resolução de problemas, a liderança, o trabalho em equipe, o uso de tecnologias da informação e da comunicação, dentre outros; também são consequências atraentes ao uso das metodologias ativas (Prince e Felder, 2006Prince, M. J., Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and Research Bases. Journal of Engineering Education, 95(2), 123-138. https://doi.org/10.1002/j.2168-9830.2006.tb00884.x
https://doi.org/10.1002/j.2168-9830.2006...
).

A pandemia do Covid-19, as ações de distanciamento social e a súbita implantação do ensino remoto também acelerou a utilização de abordagens ativas. Neste contexto, os docentes se viram desafiados a manter um ensino atrativo e qualidade, por meio das telas de computadores, celulares e TVs. O uso de métodos de maior engajamento dos estudantes, em conjunto com ferramentas tecnológicas, apresenta elevado potencial para a manutenção do desempenho e do aprendizado, mesmo em tempos em que os encontros presenciais não foram possíveis (Donitsa-Schimdt e Ramot, 2020Donitsa-Schmidt, S., Ramot, R. (2020). Opportunities and challenges: Teacher education in Israel in the COVID-19 pandemic. Journal of Education for Teaching, 46(4), 586-595. https://doi.org/10.1080/02607476.2020.1799708
https://doi.org/10.1080/02607476.2020.17...
; Palmeira et al., 2020Palmeira, R. L., Da Silva, A. A., Ribeiro, W. L. (2020). As Metodologias Ativas de Ensino e Aprendizagem em Tempos de pandemia: A utilização dos recursos tecnológicos na educação superior. HOLOS, 5, 1-13. https://doi.org/10.15628/holos.2020.10810
https://doi.org/10.15628/holos.2020.1081...
; Singhal et al., 2020Singhal, R., Kumar, A., Singh, H., Fuller, S., Gill, S. S. (2020). Digital device‐based active learning approach using virtual community classroom during the COVID‐19 pandemic. Computer Applications in Engineering Education, 29(5), 1007-1033. https://doi.org/10.1002/cae.22355
https://doi.org/10.1002/cae.22355...
).

Considerando este contexto, o objetivo geral deste trabalho é verificar a evolução temporal, no Brasil e no mundo, do uso de metodologias ativas no contexto de cursos superiores de Engenharia, por meio de um mapeamento sistemático da literatura. Especificamente, busca-se identificar os principais pesquisadores envolvidos nas pesquisas desta área nos últimos anos, sua localização geográfica, além de verificar a presença brasileira nestas pesquisas. A partir de uma análise breve dos títulos, resumos e palavras-chave dos trabalhos listados, busca-se identificar qual a metodologia ativa mais utilizada pelos docentes dos cursos superiores de Engenharia. Busca-se assim compreender como tais metodologias tem adentrado as salas de aula destes cursos e como os docentes e discentes tem recebido esta mudança no processo de ensino-aprendizagem.

MATERIAIS E MÉTODOS

O trabalho consiste em um mapeamento sistemático, que de acordo com Kitchenham e Charters (2007Kitchenham, B. A. & Charters, S. (2007). Guidelines for performing Systematic Literature Reviews in Software Engineering (EBSE 2007-001). Keele University and Durham University Joint Report.), corresponde a um estudo secundário que visa a identificação e classificação de um tema/conteúdo relacionado a um tópico de pesquisa. Seus resultados permitem uma ampla investigação do tema escolhido, possibilitando a averiguação das principais características, conclusões e lacunas da literatura, assim como a sugestão de novos estudos e a utilização de novos métodos, enfoques e/ou abordagens. A realização do mapeamento sistemático demanda a construção de um protocolo de pesquisa, composto de sete etapas básicas (Petersen et al., 2008Petersen, K., Feldt, R., Mujtaba, S., Matsson, M. (2008). International Conference on Evaluation and Assessment in Software Engineering. In Proceedings of the International Conference on Evaluation and Assessment in Software Engineering (pp. 68-77). Bari, Italy; University of Bari.; Petersen et al., 2015Petersen, K., Vakkalanka, S., Kuzniarz, L. (2015). Guidelines for conducting Systematic Mapping Studies in Software Engineering: An update. Information and Software Technology, 64, 1-18. https://doi.org/10.1016/j.infsof.2015.03.007
https://doi.org/10.1016/j.infsof.2015.03...
), ilustradas na Figura 1.

Figura 1
Sete etapas básicas do protocolo de pesquisa de um mapeamento sistemático (Fonte: Adapatado de Petersen et al., 2015Petersen, K., Vakkalanka, S., Kuzniarz, L. (2015). Guidelines for conducting Systematic Mapping Studies in Software Engineering: An update. Information and Software Technology, 64, 1-18. https://doi.org/10.1016/j.infsof.2015.03.007
https://doi.org/10.1016/j.infsof.2015.03...
)

Para este trabalho, tais etapas foram assim definidas:

  1. 1. Questões de pesquisa: inicialmente, foram definidas 4 questões de pesquisa a serem respondidas neste mapeamento sistemático:
    • É possível observar um crescimento do uso de metodologias ativas nos cursos de Engenharia, a partir das publicações encontradas pelo protocolo de pesquisa estabelecido e para o período de estudo selecionado?

    • Quais os periódicos são os maiores veículos de divulgação dos trabalhos envolvendo metodologias ativas nos cursos superiores de Engenharia? E quais são os autores e como estes se conectam na produção de tais trabalhos?

    • Qual a distribuição geográfica dos pesquisadores que publicaram trabalhos neste período? É possível estabelecer um recorte da presença brasileira nestas pesquisas?

    • Ao avaliar os títulos, resumos e palavras-chaves dos trabalhos selecionados, é possível identificar as metodologias ativas mais utilizadas / relatadas pelos pesquisadores?

  2. 2. Máquinas de busca: Web of Science (WoS) e ScienceDirect (SciDir). Tais plataformas foram escolhidas por englobarem periódicos que divulgam resultados das áreas de Engenharia.

  3. 3. Idioma: Inglês. A escolha deste idioma leva em conta o seu uso majoritário em publicações científicas e a obrigatoriedade de seu uso nas máquinas de busca elencadas.

  4. 4. String de busca (ou descritores): (“active learning”) AND (“education”) AND (“engineering”). Os termos de busca englobam palavras em inglês comumente utilizadas nas publicações que abordam as metodologias ativas e a educação no contexto dos cursos superiores de Engenharia.

  5. 5. Período de pesquisa: 2005 a 2020. Acredita-se que o intervalo de quinze anos seja interessante para averiguar as questões de pesquisa estabelecidas. Ao mesmo tempo, será possível estabelecer um cenário prévio a ocorrência da pandemia de Covid-19, que pode ter estimulado o uso de metodologias ativas.

  6. 6. Critério de inclusão: serão considerados trabalhos que possuam as strings de busca no título, no resumo e nas palavras-chave.

  7. 7. Critério de exclusão: serão considerados apenas trabalhos de pesquisa originais (filtro “Article type - Research articles” no Science Direct e filtro “Document type - Articles” no Web of Science).

Com a aplicação deste protocolo, foi realizada a extração dos dados, que resulta em uma lista de estudos primários. Os dados presentes nesta lista foram sintetizados em gráficos e tabelas, elaborados a partir do uso das seguintes ferramentas computacionais:

  • BibExcel (Persson et al., 2009Persson, O., Danell, R., & Schneider, J.W. (2009). How to use Bibexcel for various types of bibliometric analysis. In: Celebrating scholarly communication studies: A Festschrift for Olle Persson at his 60th Birthday, ed. F. Åström, R. Danell, B. Larsen, J. Schneider. Leuven, Belgium: International Society for Scientometrics and Informetrics. p 9-24.): ferramenta para análises de dados bibliográficos, extraídos das máquinas de busca na forma textual, e que podem ser convertidas em planilhas eletrônicas, para análise quantitativa e geração de gráficos.

  • Pajek (Nooy et al., 2018Nooy, W. de, Mrvar, A., Batagelj, V. (2018). Exploratory social network analysis with Pajek: Revised and expanded edition for updated software. Cambridge University Press.): ferramenta para geração de redes de colaboração entre autores de artigos, a partir de arquivos gerados na análise com a ferramenta BibExcel.

  • GPS Visualizer: ferramenta online para a produção de mapas, a partir de dados de localização dos autores dos estudos listados neste mapeamento sistemático

  • WordCloud: ferramenta online para produção de nuvem de palvaras presentes nos títulos, resumos e palavras-chaves dos estudos listados.

Esta síntese de dados buscou encontrar as respostas às questões de pesquisa estabelecidas para este mapeamento sistemático. Tais respostas incluem a verificação do avanço da presença da temática de metodologias ativas em cursos superiores de Engenharia ao longo dos últimos anos; a identificação dos principais veículos de divulgação de tais pesquisas e quais os principais pesquisadores envolvidos e a identificação das metodologias ativas preferidas pelos professores da área de Engenharia.

RESULTADOS E DISCUSSÃO

A aplicação do protocolo de pesquisa estabelecido resultou na localização de 433 trabalhos de pesquisa originais, sendo 55 resultados obtidos a partir do Science Direct (SciDir) e 378 resultados obtidos no Web of Science (WoS). Foi verificada a existência de 17 repetições de trabalhos, que foram encontrados em ambas as máquinas de busca, os quais foram retirados e considerados uma única vez. Assim, o número final considerado foi de 416 publicações, as quais estão indicadas no Apêndice A (título e ano de publicação).

A distribuição temporal das publicações é apresentada na Figura 2, considerando o período de pesquisa estabelecido, entre 2005 e 2020. Esta figura diferencia os trabalhos encontrados em cada máquina de busca, além de indicar o total acumulado de publicações a cada ano. Os anos com maior número total de trabalhos publicados foram 2019, com 73 publicações (17,5% do total), sendo 69 oriundas do WoS e 4 oriundas do SciDir; e 2020, com 71 publicações (17,1% do total), sendo 57 vindas do WoS e 14 vindas do SciDir.

É possível observar um aumento expressivo na quantidade de obras publicadas a partir do ano de 2015. Até esse ano, o total de trabalhos divulgados foi de 153, o que equivale a 36,8% das publicações encontradas neste mapeamento. Já entre 2015 e 2020, foram publicados 263 artigos científicos sobre metodologias ativas em cursos superiores de engenharia, correspondente a 63,2% das obras mapeadas e a 1,72 vezes o número de trabalhos identificados entre 2005 e 2015.

Tais resultados são indicativos do crescimento da presença das metodologias ativas nas salas de aula dos cursos superiores de Engenharia, com uma aceleração de seus usos e dos relatos presentes na literatura científica internacional após o ano de 2015 e com picos nos últimos dois anos do período de pesquisa considerado (2019 e 2020). A repetição deste protocolo de pesquisa, em um período posterior, pode ser interessante, a fim de averiguar como o prolongamento da pandemia do Covid-19 pode ter afetado este crescimento, considerando o contexto de isolamento social e de ensino remoto.

Os trabalhos presentes neste mapeamento sistemático foram publicados em 124 periódicos científicos diferentes. A Figura 3 destaca as cinco revistas com maior número de publicações deste mapeamento e a respectiva quantidade de trabalhos veiculados nestes jornais.

Figura 3
Periódicos com maior número de publicações científicas sobre metodologias ativas em cursos superiores de Engenharia, considerando o protocolo de pesquisa estabelecido. (Fonte: Autores, 2022)

O periódico que apresentou o maior número de trabalhos foi o International Journal of Engineering Education (IJEE / ISSN: 0949-149X) com 84 trabalhos, o que corresponde 20,1% das publicações mapeadas. Em seguida, com 34 trabalhos (8,2% do total), observa-se o European Journal of Engineering Education (EJEE / ISSN: 0304-3797). Ambos os periódicos publicam atualmente seis edições por ano e tem em seus escopos a veiculação de pesquisas científicas com foco no desenvolvimento da educação voltada para a Engenharia, em âmbito global e continental.

Os periódicos IEEE Transactions on Education (IEEE ToE / ISSN: 0018-9359) e Computer Applications in Engineering Education (CAE / ISSN: 1061-3773) foram, respectivamente, a terceiro e a quarta revistas com mais publicações neste mapeamento. A IEEE ToE está vinculada ao Instituto de Engenheiros Eletricistas e Eletrônicos (IEEE) e procura veicular pesquisas educacionais ligadas a cursos superiores de Engenharia Elétrica, Eletrônica e de Computação. Tal resultado destaca a presença desta área da Engenharia entre as que mais divulgam seus resultados de metodologias ativas na literatura científica. Já a revista CAE aborda estudos sobre o uso de computadores, Internet, ferramentas e softwares, no contexto da educação de Engenharia, o que também destaca as iniciativas de professores em englobar novas tecnologias, aliadas a metodologias ativas, no contexto de formação dos alunos.

A Figura 4 apresenta os cinco autores mais presentes nos estudos analisados. Este levantamento considerou tanto a posição de autor principal, como de co-autor dos trabalhos. Nos 416 trabalhos analisados, 671 pesquisadores estiveram envolvidos, o que corresponde a uma média de 1,61 pesquisador envolvido por trabalho. Maura Borrego (University of Texas at Austin, EUA) foi a pesquisadora com maior número de trabalhos, com 6 participações, sendo 4 delas como primeira autora. Shane Brown (Oregon State University, EUA) foi o segundo, com 5 participações, sendo 2 como autor principal. Jeffrey Rhoads (University of Purdue, EUA), Noboyuki Ogawa (Gifu National College of Technology, Japão) e José Manuel Lopez-Guede (Universidad del Pais Vasco, Espanha) completam a lista. Um fato interessante e comum a tais pesquisadores é sua formação incial em Engenharia e a realização de estudos posteriores, buscando integrar as metodologias ativas aos cursos que pertencem.

Figura 4
Autores com maior número de participação em trabalhos, considerando o protocolo de pesquisa estabelecido (Fonte: Autores, 2022)

As Figuras 5a e 5b apresentam as redes de conexão entre os autores envolvidos nos estudos listados neste mapeamento, divididos pela máquina de busca (Science Direct e Web of Science, respectivamente). Uma conexão indica que um autor publicou ao menos um trabalho com o outro. Não é possível apresentar todos os 671 pesquisadores envolvidos nestas figuras nem todas as conexões existentes. Desta forma, as conexões mais frequentes são exibidas nas figuras.

É interessante notar que a interação entre tais autores não é intensa, o que indica a realização de estudos mais locais, que relatem experiências em cada universidade ou em cada curso em que estão envolvidos. Mesmo os autores com mais publicações, apresentados na Figura 3, apresentam poucas colaborações. Maura Borrego e Noboyuk Ogawa apresentam uma única colaboração frequente, enquanto José Manuel Lopez-Guede apresenta três conexões frequente, sendo todas de mesma nacionalidade. Shane Brown e Jeffrey Rhoads não aparecem nestas redes, uma vez que seus trabalhos foram sempre realizados com diferentes profissionais, pouco frequentes na divulgação dos resultados por meio dos artigos.

(a)

Figura 5
Redes de conexão entre autores participantes dos trabalhos, divididos em função da máquina de busca: (a) Science-Direct e (b) Web of Science. (Fonte: Autores, 2022)

Quando observamos a lista dos autores com mais trabalhos e as redes de conexão mais frequentes, é possível avaliar que há um predomínio de autores americanos e europeus, especialmente espanhóis. Tal avaliação pode ser confirmada na Figura 6, que exibe a localização geográfica dos pesquisadores envolvidos nos trabalhos listados neste mapeamento. Esta avaliação foi realizada apenas para os trabalhos obtidos pela máquina de busca Web of Science, já que os resultados da pesquisa nesta plataforma, em formato textual, forneciam tal informação, enquanto o Science Direct não fornecia.

(a)

(b)

(c)

Figura 6. Mapa de localização dos pesquisadores envolvidos nas pesquisas listadas neste mapeamento sistemático, a partir da Web of Science. Tamanho do círculo e cores indicam as quantidades em cada cidade/região. (a) localização de todos os autores envolvidos; (b) localidades que apresentaram 10 ou mais trabalhos; (c) localidades de origem dos primeiros autores. (Fonte: Autores, 2022)

Ao se observar todos os autores (Figura 6a), é possível avaliar o predomínio da nuvem de pontos sobre os Estados Unidos e a Europa. Círculos coloridos e de maior diâmetro indicam as localidades com maior presença dos pesquisadores. Madrid (Espanha), com 59 repetições; West Lafayette (Estados Unidos), com 39 repetições; e Barcelona (Espanha), com 29 repetições são as cidades com mais autores participantes nas pesquisas listadas.

O predomínio americano e europeu sobre os demais continentes fica ainda mais evidente na Figura 6b, que restringe as localidades que apresentaram ao menos 10 repetições. Nesta condição, nota-se a inexistência de pontos na Ásia, Oceania e África, além de uma grande redução na presença de trabalhos oriundos da América do Sul. Nesta última região, destacam-se os trabalhos realizados no Chile e na Colômbia, que em termos de uma mesma localidade, apresentaram mais trabalhos que o Brasil.

Já a Figura 6c exibe a localização dos primeiros autores. O predomínio europeu e americano continua evidente, considerando que tais regiões possuem uma rede de pesquisa sobre o tema e investimentos em ciência já consolidados, fazendo com que se tornem as principais referências internacionais (Reis et al., 2017Reis, A. C., Barbalho, S. C., Zanette, A. C. (2017). A bibliometric and classification study of Project-Based Learning in Engineering Education. Production, 27(spe). https://doi.org/10.1590/0103-6513.225816
https://doi.org/10.1590/0103-6513.225816...
). A presença de pesquisadores liderando publicações em todos os continentes é um fato animador, no sentido de que as metodologias ativas já estão difundidas mundialmente e de que há uma preocupação dos professores de Engenharia em trazê-las para a sala de aula.

A Figura 7 apresenta um recorte dos mapas para o continente sul-americano, de forma a destacar o Brasil. Ao se comparar o mapa de todos os autores (Figura 7a) e o mapa de primeiros autores (Figura 7b), nota-se bastante semelhança, o que indica que os pesquisadores brasileiros, em diferentes regiões, lideraram pesquisas relativas à metodologias ativas voltadas aos cursos de Engenharia. Numericamente falando, 40 pesquisadores participaram de tais trabalhos, sendo que 17 destes possui um pesquisador brasileiro como primeiro autor. Quatro das cinco regiões brasileiras apresentaram ao menos uma participação em trabalhos sobre metodologias ativas. Apenas a região Centro-Oeste não teve representantes. A maior concentração de trabalhos foi vista nas regiões Sul e Sudeste, havendo trabalhos oriundos tanto das capitais, quanto de cidades do interior. Apesar deste recorte otimista, acredita-se que o Brasil pode ainda evoluir na realização de pesquisas e na implementação de metodologias ativas nos cursos de Engenharia. É importante salientar que o protocolo desta pesquisa levantou apenas trabalhos publicados internacionalmente e que muitos pesquisadores podem optar por divulgar suas pesquisas em âmbito nacional, por meio periódicos e eventos no próprio país, cujos trabalhos não foram captados neste levantamento.

Figura 7
Localização dos pesquisadores brasileiros e sul-americanos envolvidos nas pesquisas listadas neste mapeamento sistemático, a partir da Web of Science. Tamanho do círculo e cores indicam as quantidades em cada cidade/região. (a) localização de todos os autores envolvidos; (b) localidades de origem dos primeiros autores. (Fonte: Autores, 2022)

Por fim, a Figura 8 apresenta três nuvens de palavras obtidas, a partir dos textos dos títulos (Figura 8a), resumos (Figura 8b) e palavras-chave (Figura 8c) dos trabalhos. A montagem destas nuvens de palavras desconsiderou os termos “active learninng”; “education” e “engineering”, que foram utilizados como critério de pesquisa dos estudos presentes e inevitavelmente estariam presentes em elevada quantidade nestas nuvens de palavras. Buscou-se aqui verificar os termos com mais repetições e que poderiam ser indicativos das metodologias ativas relatadas pelos autores em cada estudo. Palavras com fontes em maior tamanho são indicativas de maiores repetições.

(a)

(b)

Figura 8
Nuvens de palavras obtidas a partir de (a) títulos; (b) resumos e (c) palavras-chave de todos os trabalhos listados neste mapeamento. Palavras com maiores fontes apresentaram um maior número de repetições. (Fonte: Autores, 2022)

Na análise destes resultados, buscou-se agrupar as palavras em categorias, de forma a elencar motivos indicativos da sua repetição nos textos avaliados. As categorias foram:

  • Palavras com muitas repetições e que descrevem elementos da universidade, que inevitavelmente são utilizadas na descrição do ambiente em que as publicações foram realizadas. Destacam-se os termos “student” (estudante); “course(s)” (cursos); “classroom” (sala de aula); “practices” (práticas); “strategies” (estratégias); “curriculum” (currículo); “higher education” (ensino superior);

  • Palavras com muitas repetições e que descrevem elementos de trabalhos científicos:palavras comuns da linguagem de artigos científicos, tais como “study” (estudo/trabalho); “research” (pesquisa); “outcomes” (resultados); “results” (resultados, resulta em); “impact” (impactos); “change” (mudanças); “analysis” (análise); “improving” (melhorias).

  • Palavras ligadas à engenharia e à tecnologia: termos como “desgin” (projeto); “development” (desenvolvimento); “technology” (tecnologia); “digital” (digital); “simulation” (simulação); “systems” (sistemas); “tools” (ferramentas); que são palavras comumente presentes no vocabulário dos engenheiros e que podem estar encaixadas nas disciplinas em que as metodologias ativas foram aplicadas.

  • Palavras relativas à habilidades e competências desenvolvidas pelos estudantes: podem ter sido utilizadas no sentido de descrever quais os principais resultados esperados e obtidos com a implementação das metodologias ativas. Termos como “skills” (habilidades); “analysis” (capacidade de análise); “management” (capacidade de gerenciamento); “communication” (comunicação); “groups” e “teamwork” (trabalho em grupo); creativity” (criatividade) são as com maior destaque nesta categoria.

  • Palavras relativas às metodologias ativas: “flipped” (invertida, que faz menção à sala de aula invertida); ‘Project-based” e “PBL” (aprendizagem baseada em problemas e projetos); foram os termos mais repetidos no que se refere às metodologias ativas. Secundariamente, pode-se notar os termos “blended” (ensino híbrido); “peer” (pares, com referência à aprendizagem por pares)” e “case” (caso, em referência a estudos de caso). Tais abordagens podem ser consideradas as mais utilizadas e relatadas pelos autores das publicações listadas neste mapeamento.

Os resultados relativos às metodologias ativas preferidas e mais citadas nos textos coincidem com os visualizados por outros autores em estudos bibliográficos anteriores (Jesiek et al., 2011Jesiek, B. K., Borrego, M., Bedoes, K., Hurtado, M., Rajendran, P., Sangam, D. (2011). Mapping Global Trends in Engineering Education Research, 2005-2008B. Mapping Global Trends in Engineering Education Research, 2005-2008, 27(1), 77-90.; Reis et al., 2017Reis, A. C., Barbalho, S. C., Zanette, A. C. (2017). A bibliometric and classification study of Project-Based Learning in Engineering Education. Production, 27(spe). https://doi.org/10.1590/0103-6513.225816
https://doi.org/10.1590/0103-6513.225816...
; Wankat et al., 2014Wankat, P. C., Williams, B., P-Neto, P. (2014). Engineering Education Research in European Journal of Engineering Education and Journal of Engineering Education: Citation and reference discipline analysis. European Journal of Engineering Education, 39(1), 7-17. https://doi.org/10.1080/03043797.2013.867316
https://doi.org/10.1080/03043797.2013.86...
; Xian e Madhavan, 2014Xian, H., Madhavan, K. (2014). Anatomy of scholarly collaboration in Engineering Education: A big-data bibliometric analysis. Journal of Engineering Education, 103(3), 486-514. https://doi.org/10.1002/jee.20052
https://doi.org/10.1002/jee.20052...
), que apresentaram diferentes protocolos de pesquisa, considerando os termos pesquisados, as máquinas de busca e o período de pesquisa analisado. Neste sentido, nota-se que os professores de Engenharia tem dado preferência ao uso de métodos que facilitem a integração entre a teoria e a prática, uma demanda comum dos estudantes destes cursos, que no ensino tradicional, sofrem com o distanciamento da sala de aula da verdadeira realidade profissional.

As competências e habilidades desenvolvidas com estas metodologias, também identificadas nos termos avaliados, são resultado direto do uso do ensino ativo e contribuem para a formação pessoal e profissional dos estudantes. Além disso, estão em consonância com o novo foco do ensino universitário, onde não só tratar conteúdos técnicos é importante, mas engajar e promover o aprendizado significativo também são fundamentais para o sucesso dos egressos (Ríos et al., 2010Ríos, I. de, Cazorla, A., Díaz-Puente, J. M., Yagüe, J. L. (2010). Project-Based Learning in Engineering Higher Education: Two decades of teaching competences in Real Environments. Procedia - Social and Behavioral Sciences, 2(2), 1368-1378. https://doi.org/10.1016/j.sbspro.2010.03.202
https://doi.org/10.1016/j.sbspro.2010.03...
; Hernández‑de‑Menéndez et al.; 2019Hernández-de-Menéndez, M., Vallejo Guevara, A., Tudón Martínez, J. C., Hernández Alcántara, D., Morales-Menendez, R. (2019). Active learning in engineering education. A review of fundamentals, best practices and experiences. International Journal on Interactive Design and Manufacturing (IJIDeM), 13(3), 909-922. https://doi.org/10.1007/s12008-019-00557-8
https://doi.org/10.1007/s12008-019-00557...
).

CONCLUSÕES

A implementação do protocolo de pesquisa proposto resultou em uma lista de 416 publicações científicas, obtidas a partir das plataformas Science Direct e Web of Science. A análise desta lista permitiu a verificação da distribuição temporal das publicações, o que permitiu observar um forte crescimento na divulgação de trabalhos científicos ligados às metodologias ativas no contexto dos cursos superiores após o ano de 2015. Neste período, 63,2% das obras mapeadas foram publicadas, sendo que os anos de 2019 e 2020 representam juntos 34,6% do total de publicações. Notou-se ainda que 124 periódicos receberam as publicações listadas, sendo que 20,1% delas foram divulgadas pelo International Journal of Engineering Education (IJEE / ISSN: 0949-149X).

O mapeamento dos pesquisadores e da sua localização indicaram a predominância de pesquisas realizadas por americanos e europeus, com destaque para pesquisadores espanhóis. Maura Borrego (University of Texas at Austin, EUA), Shane Brown (Oregon State University, EUA), Jeffrey Rhoads (University of Purdue, EUA), Noboyuki Ogawa (Gifu National College of Technology, Japão) e José Manuel Lopez-Guede (Universidad del Pais Vasco, Espanha) foram os pesquisadores que mais participaram de publicações no período analisado.Foi possível observar a realização de pesquisas em todos os continentes, o que indica que os professores dos cursos de Engenharia tem se aberto ao uso das metodologias ativas e que as perspectivas futuras podem ser interessantes, no sentido de um favorecimento da aprendizagem nestes cursos. O Brasil também tem participação nas pesquisas internacionais do tema, com 40 pesquisadores como autores e co-autores destas publicações, oriundos de quatro das cinco regiões do país. O predomínio é de pesquisadores localizados no Sul e Sudeste do país, estando tanto em capitais quanto no interior dos estados.

A partir da avaliação dos termos presentes nos títulos, resumos e palavras-chave dos estudos listados neste mapeamento, foi possível observar que as metodologias ativas mais presentes foram a sala de aula invertida, a aprendizagem baseada em problemas e a aprendizagem baseada em projetos. Tais metodologias são facilmente adaptáveis a realidade dos contéudos dos cursos de Engenharia e facilitam a integração entre a teoria e a prática, o que pode motivar os professores a buscarem sua implementação, em um momento de transição entre o ensino tradicional e o ensino ativo.

Como recomendações para pesquisas futuras, acredita-se que uma avaliação em curto prazo do uso de metodologias ativas nos cursos de Engenharia seja importante, como forma de identificar os efeitos da pandemia e do ensino remoto na sua implementação em sala de aula. A identificação do crescimento de novas metodologias, que superem aquelas identificadas neste trabalho, também pode ser um resultado identificado nesta repetição. A inclusão de outras plataformas e de outros trabalhos científicos, que não somente os artigos, também são possíveis modificações na metodologia aqui proposta e que permita a obtenção de diferentes insights sobre o ensino ativo em Engenharia. Por fim, o cruzamento dos resultados obtidos para os cursos de Engenharia com outros cursos de graduação é uma possibilidade de aumentar o conjunto de metodologias que possam ser utilizadas com engenherandos. Uma análise da realidade de cada área de Engenharia também é outra vertente interessante de pesquisa futura.

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APÊNDICE A - LISTA DE TRABALHOS MAPEADOS

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Active Learning Classes (in KOSEN Colleges of Japan) Using ICT and Tools for Obtaining Biological Information to Enhance the Creativity of Engineering Design Students 2020 Introduction to systems engineering and sustainability PART I: Student-centred learning for chemical and biological engineers 2020 A “learning small enterprise” networked with a FabLab: An academic course 4.0 in instrumentation and measurement 2020 Redefining Quality in Engineering Education through the Flipped Classroom Model 2020 Grounded Idea Generation: An Analysis Framework for Project-Based Courses 2020 A learning analytics tool for the support of the flipped classroom 2019 A learning-Centered Paradigm for Engineering Graphics and Design: Engineering Technology Students' Skill Gains and Capstone Preparation 2019 A Peer Review System for BIM Learning 2019 A Reverse Engineering Role-Play to Teach Systems Engineering Methods 2019 A third approach beyond the false dichotomy between teacher- and student-centred approaches in the engineering classroom 2019 Action research: a methodology for transformative learning for a professor and his students in an engineering classroom 2019 Active learning for the promotion of students' creativity and critical thinking An experience in structural courses for architecture 2019 Active Learning via Problem-Based Collaborative Games in a Large Mathematics University Course in Hong Kong 2019 Active Teaching and Learning as a Remedy for Engineering Education Problems 2019 Adapting team-based learning for application in telecommunications engineering using software-defined radio 2019 An interactive computational strategy for teaching the analysis of silo structures in civil engineering 2019 Antecedents of student retention: the influence of innovation and quality of teaching in Brazilian universities 2019 Best teaching practices in the first year of the pilot implementation of the project DrIVE-MATH 2019 CDIO Project Approach to Design Polynesian Canoes by First-Year Engineering Students 2019 Changing an Engineering Curriculum through a Co-Construction Process: A Case Study 2019 Collaborative PBL to Teach Calculus to Engineering Students: The Important Role of Collaborative Professors 2019 Comparison of Engineering Skills with IR 4.0 Skills 2019 Cooperative Learning and Embedded Active Learning Methodologies (R) for Improving Students' Motivation and Academic Results 2019 Despite Similar Perceptions and Attitudes, Postbaccalaureate Students Outperform in Introductory Biology and Chemistry Courses 2019 Development and Implementation of Design-Based Learning Opportunities for Students To Apply Electrochemical Principles in a Designette 2019 Didactic games as student-friendly tools for learning hydraulics in a technical university's undergraduate curriculum 2019 Educational Effect of Participation in Robot Competition on Experience-Based Learning 2019 Effects of the flipped classroom instructional strategy on students' learning outcomes: a meta-analysis 2019 Empowering Engineering Students in Ethical Risk Management: An Experimental Study 2019 Enhancing Railway Engineering Student Engagement Using Interactive Technology Embedded with Infotainment 2019 Enhancing students' written production in English through flipped lessons and simulations 2019 Examining Project Based Entrepreneurship and Engineering Design Course Professional Skills Outcomes 2019 Examining the impact of four teaching development programmes for engineering teaching assistants 2019 Experiences on the Design, Creation, and Analysis of Multimedia Content to Promote Active Learning 2019 ezCADD: A Rapid 2D/3D Visualization-Enabled Web Modeling Environment for Democratizing Computer-Aided Drug Design 2019 Flipped classroomcomparative case study in engineering higher education 2019 Flipped Learning in Engineering Education 2019 Gamified experimental physics classes: a promising active learning methodology for higher education 2019 Impact of implementing a long-term STEM-based active learning course on students' motivation 2019 Impact of Mobile Learning in the Cloud on Learning Competencies of Engineering Students 2019 Impactful engineering education through sustainable energy collaborations with public and private entities 2019 Implementation and Comparative Analysis of Mobile Phone Application for Learning and Teaching in Mechanical Engineering Education 2019 Implementing Student-Created Video in Engineering: An Active Learning Approach for Exam Preparedness 2019 Independent learning as class preparation to foster student-centred learning in first-year engineering students 2019 Integrating quantitative and qualitative research methods to examine student resistance to active learning 2019 Introducing a New ICT Tool in an Active Learning Environment Course: Performance Consequences Depending on the Introduction Design 2019 Learning to Do Knowledge Work: A Framework for Teaching Research Design in Engineering Education 2019 Learning-by-doing: experience from 20years of teaching LCA to future engineers 2019 New Partially Flipped Electromagnetics Classroom Approach Using Conceptual Questions 2019 Pedagogical strategies for enhancing machine design teaching in a mechanical technology programme 2019 Practitioner's guide to social network analysis: Examining physics anxiety in an active-learning setting 2019 Professional Development Program to Promote Active Learning in an Engineering Classroom 2019 Promoting Lasting Change in Teaching Practices Through a Summer Immersion Faculty Development Program 2019 Redesigning a Freshman Engineering Course to Promote Active Learning by Flipping the Classroom through the Reuse of MOOCs 2019 Reengineering engineering education at the University of los Andes The REDINGE2 pilot project 2019 Reinvigorating Classroom Engagement and Performance in an Advanced Energy Systems Course 2019 RESHAPING ENGINEERING LEARNING TO PROMOTE INNOVATIVE ENTREPRENEURIAL BEHAVIOR 2019 Scenario-based eLearning to promote active learning in large cohorts: Students' perspective 2019 Self-Regulated Learning for Web-Enhanced Control Engineering Education 2019 Smaller Classes Promote Equitable Student Participation in STEM 2019 Stimulating students' engagement in mathematics courses in non-STEM academic programmes: A game-based learning 2019 Student Active Learning Tool for Producing Open Resources in Microwave Engineering Education 2019 Student Perceptions of an Active Learning Module to Enhance Data and Modeling Skills in Undergraduate Water Resources Engineering Education 2019 Students & x2019; and Instructors & x2019; Perceptions of Five Different Active Learning Strategies Used to Teach Software Modeling 2019 Students' Attitude Towards Problem-Based Learning: A Case Study 2019 Students' interest towards STEM: a longitudinal study 2019 The Development of the INFEWS-ER: A Virtual Resource Center for Transdisciplinary Graduate Student Training at the Nexus of Food, Energy, and Water 2019 The role of collaborative interactions versus individual construction on students? learning of engineering concepts 2019 Towards Open-Source and Collaborative Project-Based Learning in Engineering Education: Situation, Resources and Challenges 2019 Training engineers for innovation: Pedagogical initiatives for new challenges 2019 Understanding engineering educators' pedagogical transformations through the Hero's Journey 2019 Using blended learning to redesign a groundwater management lecture series: benefits and outcome 2019 Using Photovoice to Enhance Mentoring for Underrepresented Pre-Engineering Students 2019 Virtual learning for safety, why not a smartphone? 2019 Motivational impact of active learning methods in aerospace engineering students 2019 Reprint of: Motivational active learning: An integrated approach to teaching and learning process control 2019 Virtual/Remote Labs for Automation Teaching: a Cost Effective Approach 2019 Curriculum change for graduate-level control engineering education at the Universidad Pontificia Bolivariana 2019 A classroom-based simulation-centric approach to microelectronics education 2018 A Comparison of Flipped and Traditional Classroom Learning: A Case Study in Mechanical Engineering 2018 A simulation tool to promote active learning of controlled rectifiers 2018 Active Learning in Flipped Life Science Courses Promotes Development of Critical Thinking Skills 2018 An efficient constructive e-alignment for onsite-online learning 2018 An Empirical Study on the Impact of Lab Gamification on Engineering Students' Satisfaction and Learning 2018 An interactive and blended learning model for engineering education 2018 Blended induction program for electronic engineering freshmen 2018 Characterizing Engineering Learners' Preferences for Active and Passive Learning Methods 2018 COMM151: A PROJECT-BASED COURSE TO ENHANCE ENGINEERING STUDENTS' COMMUNICATION SKILLS 2018 Computer applications for education on industrial robotic systems 2018 EDLE: an integrated tool to foster entrepreneurial skills development in engineering education 2018 Effective Learner-Centered Approach for Teaching an Introductory Digital Systems Course 2018 Effects of Learning Analytics on Students' Self-Regulated Learning in Flipped Classroom 2018 Engaging students as partners in developing online learning and feedback activities for first-year fluid mechanics 2018 Enhancing automatic control learning through Arduino-based projects 2018 Enhancing Entrepreneurship Education in a Master's Degree in Computer Engineering: A Project-Based Learning Approach 2018 Exploring Design Elements for Online STEM Courses: Active Learning, Engagement & Assessment Design 2018 FisicActiva: applying active learning strategies to a large engineering lecture 2018 Flipping or flapping? investigating engineering students' experience in flipped classrooms 2018 From Active Learning to Taking Action: Incorporating Political Context Into Project-Based, Interdisciplinary, International Service Learning Courses 2018 Game-Based Learning while Research Activities of Engineering Students 2018 Hybrid Problem-Based Learning in Digital Image Processing: A Case Study 2018 Incorporating Woodwork Fabrication into the Integrated Teaching and Learning of Civil Engineering Students 2018 Investigating the impact of blended learning on academic performance in a first semester college physics course 2018 Moray: Bridging an Ancient Culture of Innovation with Emerging Pedagogies in Engineering 2018 Not hard to sway': a case study of student engagement in two large engineering classes 2018 Pedagogical and technological replanning: a successful case study on integration and transversal skills for engineering freshmen 2018 Perspectives on pedagogical change: instructor and student experiences of a newly implemented undergraduate engineering dynamics curriculum 2018 Pre-Service Teachers' Attitudes Towards Technology, Engagement in Active Learning, and Creativity as Predictors of Ability to Innovate 2018 Response spectrum devices for active learning in earthquake engineering education 2018 Roadmapping towards sustainability proficiency in engineering education 2018 Strategies to improve learning of all students in a class 2018 Teaching customer-centric operations management - evidence from an experiential learning-oriented mass customisation class 2018 Teaching User-Centered Design for More Sustainable Infrastructure through Role-Play and Experiential Learning 2018 The WHATs and HOWs of maturing computational and software engineering skills in Russian higher education institutions 2018 Turning a traditional teaching setting into a feedback-rich environment 2018 US experiences with STEM education reform and implications for Asia 2018 The positive effect of in-class clicker questions on later exams depends on initial student performance level but not question format 2018 Active Learning Strategy at a Collegewide Level in NIT, Gifu College 2018 The effectiveness of a head-heart-hands model for natural and environmental science learning in urban schools 2018 Motivational active learning: An integrated approach to teaching and learning process control 2018 Remote and Virtual Labs for Engineering Education 4.0: Achievements of the ELLI project at the TU Dortmund University, 2018 On the students' perceptions of the knowledge formation when submitted to a Project-Based Learning environment using web applications 2018 A Novel Group Engagement Score for Virtual Learning Environments 2017 Activating learning in engineering education using ICT and the concept of Flipping the classroom' 2017 After the Workshop: A Case Study of Post-Workshop Implementation of Active Learning in an Electrical Engineering Course 2017 Aligning professional skills and active learning methods: an application for information and communications technology engineering 2017 An Action Research Study from Implementing the Flipped Classroom Model in Primary School History Teaching and Learning 2017 An Interactive and Comprehensive Software Tool to Promote Active Learning in the Loop Shaping Control System Design 2017 Application of hands-on simulation games to improve classroom experience 2017 Applying Active Methodologies for Teaching Software Engineering in Computer Engineering 2017 Applying Active Methodologies for Teaching Software Engineering in Computer Engineering 2017 Assessing the effectiveness of a hybrid-flipped model of learning on fluid mechanics instruction: overall course performance, homework, and far- and near-transfer of learning 2017 Augmenting Primary and Secondary Education with Polymer Science and Engineering 2017 Classroom sound can be used to classify teaching practices in college science courses 2017 Creating an Instrument to Measure Student Response to Instructional Practices 2017 Designing Solutions by a Student Centred Approach: Integration of Chemical Process Simulation with Statistical Tools to Improve Distillation Systems 2017 Does Active Learning Contribute to Transfer Intent Among 2-Year College Students Beginning in STEM? 2017 Educational Technology in Flipped Course Design 2017 Engineering Courses on Computational Thinking Through Solving Problems in Artificial Intelligence 2017 Engineering students' experiences of interactive teaching in calculus 2017 Enhancing Diversity in Undergraduate Science: Self-Efficacy Drives Performance Gains with Active Learning 2017 GiveMe Shelter: a people-centred design process for promoting independent inquiry-led learning in engineering 2017 How to facilitate freshmen learning and support their transition to a university study environment 2017 Humanizing Instructional Videos in Physics: When Less Is More 2017 Implementing Project-Based Learning in a Civil Engineering Course: A Practitioner's Perspective 2017 Motivation of Engineering Students Participating in Multinational Design Projects Comparison Based on Gender and Class Status 2017 Paired peer learning through engineering education outreach 2017 PBL Model for Single Courses of Control Education 2017 Physical Physics - Learning and Assessing Concepts in a novel way 2017 Project-based learning in engineering design in Bulgaria: expectations, experiments and results 2017 Social and Environmental Justice in the Chemistry Classroom 2017 Stakeholder Views of Nanosilver Linings: Macroethics Education and Automated Text Analysis Through Participatory Governance Role Play in a Workshop Format 2017 Strengths, Limitations and Challenges in the Implementation of Active Learning in an Undergraduate Course of Logistics Technology 2017 Students' perceptions of the flipped classroom model in an engineering course: a case study 2017 Sustainable Mobility for the Future: Development and Implementation of a Sustainable Transportation Planning Course 2017 Teacher in a problem-based learning environment - Jack of all trades? 2017 Teaching Business Management to Engineers: The Impact of Interactive Lectures 2017 Teaching Evaluation Practices in Engineering Programs: Current Approaches and Usefulness 2017 Teaching Sustainability Using an Active Learning Constructivist Approach: Discipline-Specific Case Studies in Higher Education 2017 The acquisition and transfer of knowledge of electrokinetic-hydrodynamics (EKHD) fundamentals: an introductory graduate-level course 2017 The ICAP Active Learning Framework Predicts the Learning Gains Observed in Intensely Active Classroom Experiences 2017 The philosophical and pedagogical underpinnings of Active Learning in Engineering Education 2017 The positive influence of active learning in a lecture hall: an analysis of normalised gain scores in introductory environmental engineering 2017 Transdisciplinary Collaborative Research Exploration for Undergraduate Engineering Students 2017 Using role-playing games to broaden engineering education 2017 Values Affirmation Intervention Reduces Achievement Gap between Underrepresented Minority and White Students in Introductory Biology Classes 2017 Why research-informed teaching in engineering education? A review of the evidence 2017 Learning Materials Made from Senior Graduates’ Viewpoint and the Practical Engineering Credit Point System 2017 Team-based learning for first year engineering students 2017 Automatic Control Education in a CDIO Perspective 2017 Learning Factory: The Path to Industry 4.0 2017 A Contextualized System for Supporting Active Learning 2016 Active Learning and Student Engagement via 3D Printing and Design: Integrating Undergraduate Research, Service Learning, and Cross-Disciplinary Collaborations 2016 An active, collaborative approach to learning skills in flow cytometry 2016 An Undergraduate Research Experience Studying Ras and Ras Mutants 2016 Applying Andragogy to Promote Active Learning in Adult Education in Russia 2016 Assessing faculty professional development in STEM higher education: Sustainability of outcomes 2016 Cooperative or collaborative learning: Is there a difference in university students' perceptions? 2016 Differences in Classroom Engagement of Asian American Engineering Students 2016 ENCOURAGING COLLABORATIVE INTERACTION IN EFL LEARNERS WITH VIDEO ROLE-PLAYS 2016 Evaluating the Effectiveness of Game-Based Learning on Improvement of Student Learning Outcomes within a Sophomore Level Chemical Product Design Class 2016 FACILITATING STUDENT ENGAGEMENT: THE UNIVERSITY OF PRETORIA ARCHIVES 'CENTURY IN THE NEWS' EXHIBITION AS A CASE STUDY 2016 Generic competences acquisition through classroom activities in first-year agricultural engineering students 2016 GreedEx and OptimEx: Two Tools to Experiment with Optimization Algorithms 2016 Low Cost Ubiquitous Context-Aware Wireless Communications Laboratory for Undergraduate Students 2016 Managing PBL Difficulties in an Industrial Engineering and Management Program 2016 Materials experience as a foundation for materials and design education 2016 PEDAGOGICAL ENGINEERING AND ESP: THE ICD AND ACTIVE APPROACH 2016 Student Construction of Knowledge in an Active Learning Classroom 2016 STUDENT PERFORMANCE IN CONVENTIONAL AND FLIPPED CLASSROOM LEARNING ENVIRONMENTS 2016 Toward the Formation of Competitive Global Engineers: The Challenges Facing Engineering Education in Lebanon 2016 Tutor-student interaction in seminar teaching: Implications for professional development 2016 Using Learning Objects to Teach Structural Engineering 2016 Virtual laboratory on biomass for energy generation 2016 A Pedagogical Module Framework to Improve Scaffolded Active Learning in Manufacturing Engineering Education 2016 Sustainable Manufacturing in Vietnamese Engineering Education - Approaches from the Vietnamese-German University 2016 The PASCA: A Mail Based Randomized Blinded Peer Assessment System for Complex Artifacts 2016 A Case Study Approach for Teaching Students Sustainability From a Global Perspective 2015 A methodology for improving active learning engineering courses with a large number of students and teachers through feedback gathering and iterative refinement 2015 A Novel Software Framework for Teaching Aircraft Dynamics and Control 2015 Acquisition of transversal skills through PBL: a study of the perceptions of the students and teachers in materials science courses in engineering 2015 Active Learning Based on Manual Skills for Students in Mechatronics Course 2015 Active Learning in Fiber Optic Course Using Applied Education Game 2015 Beyond Ethical Frameworks: Using Moral Experimentation in the Engineering Ethics Classroom 2015 Challenges in teaching modern manufacturing technologies 2015 Change to Competence-Based Education in Structural Engineering 2015 Changes in Faculty Members' Instructional Beliefs while Implementing Model-Eliciting Activities 2015 Effect of continuous assessment on learning outcomes on two chemical engineering courses: case study 2015 Engaging Students in an Undergraduate Computer Technology Course: An Active-Learning Approach 2015 ET4ET: A Large-Scale Faculty Professional Development Program on Effective Integration of Educational Technology 2015 Explaining Academic Success in Engineering Degree Programs: Do Female and Male Students Differ? 2015 From STEM to STEAM: Strategies for Enhancing Engineering & Technology Education 2015 Incorporating Research Experiences into an Introductory Materials Science Course 2015 Instituting and Assessing the Effectiveness of Focused e-learning Modules in Engineering Education 2015 Integrating a Learning Constructionist Environment and the Instructional Design Approach Into the Definition of a Basic Course for Embedded Systems Design 2015 PORTAAL: A Classroom Observation Tool Assessing Evidence-Based Teaching Practices for Active Learning in Large Science, Technology, Engineering, and Mathematics Classes 2015 Promoting an active form of learning out-of-class via answering online study questions leads to higher than expected exam scores in General Biology 2015 Realization of a Comprehensive Multidisciplinary Microfabrication Education Program at Binghamton University 2015 Relationships between Learning Approaches of Civil Engineering Undergraduates in Three Turkish Universities and Success in Construction Management Courses 2015 Simulating Industry: A Holistic Approach for Bridging the Gap between Engineering Education and Industry. Part I: A Conceptual Framework and Methodology 2015 Students' Perception of Different Learning Options and Use of Authentic Research Papers in a First Year Engineering Course 2015 Sustainable Construction Education Using Problem-Based Learning and Service Learning Pedagogies 2015 Teaching Smart with Podcasts 2015 Teamwork, Motivational Profiles, and Academic Performance in Computer Science Engineering 2015 The potential of Supplemental Instruction in engineering education - helping new students to adjust to and succeed in University studies 2015 Toward a Descriptive Science of Teaching: How the TDOP Illuminates the Multidimensional Nature of Active Learning in Postsecondary Classrooms 2015 Transportation Engineering Education for Undergraduate Students: Competencies, Skills, Teaching-Learning, and Evaluation 2015 Transportation Engineering Instructional practices Analytic Review of the Literature 2015 Urban Elementary STEM Initiative 2015 Using Active Learning to Teach Concepts and Methods in Quantitative Biology 2015 Project Based Learning experiences in the space engineering education at Technical University of Madrid, 2015 Systematic Educational Program for Robotics and Mechatronics Engineering in OUS Using Robot Competition 2015 Educational Innovation: Interaction and Relationship Inside A Sub-Module 2015 Project Approach in Humanities as a Cognitive Strategy of Modern Engineering Education, 2015 Educational Innovation in the Computer Architecture Area 2015 Promotion of Active Learning at National Institute of Technology, Gifu College 2015 Active Learning in Robotics Based on Simulation Tools 2014 Active learning increases student performance in science, engineering, and mathematics 2014 Collaborative and Role-Play Strategies in Software Engineering Learning With Web 2.0 Tools 2014 Designing and Implementing a Constructionist Approach for Improving the Teaching-Learning Process in the Embedded Systems and Wireless Communications Areas 2014 Engineering Student Social Capital in an Interactive Learning Environment 2014 Influence of Collaborative Curriculum Design on Educational Beliefs, Communities of Practitioners, and Classroom Practice in Transportation Engineering Education 2014 Integrating Sustainable Development into a Service-Learning Engineering Course 2014 Intellectual Property Course for Engineering Students 2014 Key Factors for Determining Student Satisfaction in Engineering: A Regression Study 2014 Professional Development, Departmental Contexts, and Use of Instructional Strategies 2014 Educational Innovation Project in the Field of Industrial Informatics 2014 Cross-curricular Teaching Approaches Favouring the Active Learning of Mechatronics at Secondary Level 2014 Retrospective Vision of a Long Term Innovative Experience 2014 A National Collaboration Process: Finnish Engineering Education for the Benefit of People and Environment 2013 An Engineering Social Building to Promote Collaborative Learning Practices 2013 Comparing the Effectiveness of an Inverted Classroom to a Traditional Classroom in an Upper-Division Engineering Course 2013 Differentiated Overt Learning Activities for Effective Instruction in Engineering Classrooms 2013 Engaging Actively with Issues in the Responsible Conduct of Science: Lessons from International Efforts Are Relevant for Undergraduate Education in the United States 2013 Enhancing Education of Construction Materials Course Using Guided Inquiry Modules Instruction 2013 Improving Learning in a Database Course using Collaborative Learning Techniques 2013 Industrial Field Trips: An Integrated Pedagogical Framework of Theory and Practice 2013 Simulation as an Integrator in an Undergraduate Biological Engineering Curriculum 2013 Student Reciprocal Peer Teaching as a Method for Active Learning: An Experience in an Electrotechnical Laboratory 2013 Teaching Electric Drives Control Course: Incorporation of Active Learning Into the Classroom 2013 Towards Successful Project-Based Teaching-Learning Experiences in Engineering Education 2013 Using Computer Simulations with a Real-World Engineering Example to Improve Student Learning of High School Physics: A Case Study of K-12 Engineering Education 2013 Opportunities and Challenges Faced by Private Higher Education Institution Using the TPACK Model in Malaysia 2013 Quality Education in Graduate Mechatronics Programs at Egypt-Japan University of Science and Technology 2013 Experimental evaluation of the impact of b-learning methodologies on engineering students in Spain 2013 A Student-Centered Active Learning Approach to Teaching Grant Proposal Writing in a Ph.D. in Engineering Education Program 2012 Hands-On Learning Modules for Interdisciplinary Environments: An Example With a Focus on Weather Radar Applications 2012 HydroViz: design and evaluation of a Web-based tool for improving hydrology education 2012 Lifelong Learning Competencies Program for Engineers 2012 Project based learning in mechatronics education in close collaboration with industrial: Methodologies, examples and experiences 2012 The Effect of Different Active Learning Environments on Student Outcomes Related to Lifelong Learning 2012 To Game or Not to Game Teaching Transportation Planning with Board Games 2012 JKKP Experience in Conducting Integrated Project since Session 2006/2007 2012 Evaluation of the biomass fractionation capability of the ultrafiltration permeate: A learning project for chemical engineering students 2012 Developing Mathematical Communication Skills of Engineering Students 2012 Looking Beyond Linguistic Outcomes: Active Learning and Professional Competencies in Higher Education 2012 Project based learning in mechatronics education in close collaboration with industrial: Methodologies, examples and experiences 2012 A Student-Centered Introductory Programming Course: The Cost of Applying Bologna Principles to Computer Engineering Education 2011 Addressing Student Learning Barriers in Developing Nations with a Novel Hands-on Active Pedagogy and Miniaturized Industrial Process Equipment: The Case of Nigeria 2011 An Environment for Project-Based Collaborative Learning of Software Design Patterns 2011 DESIGN CYCLE OF A ROBOT FOR LEARNING AND THE DEVELOPMENT OF CREATIVITY IN ENGENEERING 2011 Enhancing Transportation Education through Online Simulation Using an Agent-Based Demand and Assignment Model 2011 Innovations in Undergraduate Engineering Mechanics Education: Use of Team-Based Research-Led Project Methods for Large Student Cohorts 2011 Learning Through Play in a Final Year Subject: Enjoyable Design Experience for Teaching Product Development 2011 Teaching Discrete and Programmable Logic Design Techniques Using a Single Laboratory Board 2011 Using Tablet PCs and Interactive Software in IC Design Courses to Improve Learning 2011 A Pilot Study on the Adaptation of Mechanical Technology Modules to the European Higher Education Area 2010 Active Learning and Generic Competences in an Operating Systems Course 2010 EDUCATING ENGINEERS FOR/IN SUSTAINABLE DEVELOPMENT? WHAT WE KNEW, WHAT WE LEARNED, AND WHAT WE SHOULD LEARN 2010 Effectiveness and Quality of Education: Methodology, Organization and Technical Means 2010 In-Class Peer Tutoring: A Model for Engineering Instruction 2010 Innovation and Teamwork Training in Undergraduate Engineering Education: A Case of a Computing Engineering Course 2010 Process for Improving Design of Transportation Curriculum Materials with Examples 2010 Student and Faculty Perceptions of Engagement in Engineering 2010 Towards Complete Product Development Teaching Employing Combined CAD-CAM-CAE Technologies 2010 What do engineering students learn in sustainability courses? The effect of the pedagogical approach 2010 Active Learning Approach for Engineering in Collaboration with the Corporate World 2009 Cogeneration Workshop for Energy Management Courses by Means of Spreadsheets 2009 Development of a Self-Balancing Human Transportation Vehicle for the Teaching of Feedback Control 2009 Experiential learning approach for requirements engineering education 2009 Interactive 'touch and see' FEM Simulation using Augmented Reality 2009 Interdisciplinary Collaborative Active Learning: The 'WOW!' Factor for Project Oriented Industrial Design and Electronic Engineering Courses 2009 Learning More with Demonstration Based Education 2009 Strategies, Challenges and Prospects for Active Learning in the Computer-Based Classroom 2009 VECTOR: A Hands-On Approach That Makes Electromagnetics Relevant to Students 2009 Curricular and pedagogical challenges for enhanced graduate attributes in CAPE 2009 A New Paradigm for a New Field: Communicating Representations of Engineering Education Research 2008 Active Learning and Assessment within the NASA Robotics Alliance Cadets Program 2008 Adapting learning factory concepts towards integrated manufacturing education 2008 Addressing diverse needs through a balance of agile and plan-driven software development methodologies in the core software engineering course 2008 An Educational Framework based on Collaborative Reverse Engineering and Active Learning: a Case Study 2008 An environment to help develop professional software engineering skills for undergraduate students 2008 An Integrated Virtual Environment for Active and Collaborative e-Learning in Theory of Computation 2008 Case-based reasoning and system identification for control engineering learning 2008 Development of Transferable Skills within an Engineering Science Context using Problem-Based Learning 2008 Educational programme for virtual calibration in dimensional metrology: Development and evaluation 2008 Engineering curriculum change at a private midwest school of dental medicine: A faculty innovation 2008 Integrating Education and Research: Development of an Hydraulic Hybrid Vehicle Laboratory 2008 Integration of an Experiential Assembly System Engineering Laboratory Module 2008 Peer and self-assessment for first-year students as a tool to improve learning 2008 SimChemistry as an active learning tool in chemical education 2008 Systematic Creativity, Challenge-Based Instruction and Active Learning: A Study of its Impact on Freshman Engineering Students 2008 Tablet PC Technology for the Enhancement of Synchronous Distributed Education 2008 The biggest loser competition 2008 The Learning Factory: Industry-Partnered Active Learning 2008 Using the technology of University buildings in engineering education 2008 Educational Strategy Based on Active Learning For Mechatronics Labs 2008 Adapting pervasive learning technologies to mixed local/distance agricultural and biological engineering education 2007 Development of engineering education as a rigorous discipline: A study of the publication patterns of four coalitions 2007 Enabling sustainable thinking in undergraduate engineering education 2007 Instructional strategies to educate for sustainability in technology assessment 2007 Modular approach to teaching PID control 2007 Online competitions: An open space to improve the learning process 2007 Teaching tools to promote active learning: Case study 2007 Design as the bridge between theory and practice 2006 Infrastructure asset management education - Active learning and engagement-based practices 2006 Practicing engineering in a freshman introductory course 2006 Support of modeling in process-engineering education 2006 Teaching engineering ethics using role-playing in a culturally diverse student group 2006 Tutorial and simulation electrooptic and acoustooptic software as innovative methodology to improve the quality of electronic and computer engineering formation 2006 Webgene(OS): A generative and Web-based learning architecture to teach operating systems in undergraduate courses 2006 A NEW APPROACH TO DESIGN CONTROL ENGINEERING LECTURES: AN EXAMPLE FOR HYBRID SYSTEMS 2006 How to teach at the university level through an active learning approach? Consequences for teaching basic electrical measurements 2006 Development and Utilization of an E-learning Course on Heat Exchangers at ENSIC 2006 EXPERIMENTAL PROCESS CONTROL EDUCATION 2006 Characterizing discourse among undergraduate researchers in an inquiry-based community of practice 2005 Collaborative web-based experimentation in flexible engineering education 2005 Enhancing mechanical engineering deep learning approach by integrating MATLAB/Simulink 2005 Teaching for quality learning in chemistry 2005 The light applications in science and engineering research collaborative undergraduate laboratory for teaching (LASER CULT) - Relevant experiential learning in photonics 2005

Datas de Publicação

  • Publicação nesta coleção
    20 Out 2023
  • Data do Fascículo
    2023

Histórico

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