Aplicação princípios de aprendizagem baseada em problemas em mestrado profissional em Ciência e Tecnologia de Alimentos, na modalidade à distância / Applying principles of problem-based learning professional masters in Food Science in the distance

AUTOR(ES)
FONTE

IBICT - Instituto Brasileiro de Informação em Ciência e Tecnologia

DATA DE PUBLICAÇÃO

08/07/2011

RESUMO

The use of new information and communication technologies (NICTs) in the educational process has been presented as a good alternative and potential solution to meet professionals working in the labor market and want to update continuously, without having to travel to an educational institution . Despite the variety of courses offered in the distance, a gap exists with regard to meeting the professional teachers of technological education or vocational training. In this context, the aim of this study was to evaluate the appropriateness of using the principles of problem-based learning (PBL) in an pedagogical project (PP) for a Master s degree Professional (MP) in Food Science and Technology to be offered in the distance using a virtual learning environment (VLE). Methodologically the work is structured as follows: introduction, literature review, methodology, characterization of the universe of interest; pedagogical project, structuring content using PBL in the PP VLE; evaluation of the PP and the structuring of the content, and finally the conclusions and final remarks. In characterizing the universe of interest sought to identify and profile of teachers of technical and technological courses in the area of Food Science and Technology in order to confirm demand for a distance master s in that area. For this, we raised the main difficulties for pedagogical training of teachers. Data collection was performed in 43 campi of federal institutions (FIs) that offer courses on food in Brazil. A questionnaire was administered in order to gather information for the characterization of professional profile, data pointing to the academic, professional and interests in relation to the master s course work. Subsequently, we sought to develop a project proposal for an educational program Professional Masters in Food Science and Technology to be offered in the distance, considering the feasibility of using the principles of PBL in the distance. To do so it was based on information from the literature review on the principles of PBL and consultations with professional master s programs in the area of food. After the development of the pedagogical project, we sought, based on the PBL methodology, structure of the PP content, using principles of PBL in a virtual learning environment (VLE) from the following steps: defining the content and purpose ; problem definition, development of two specific recourse for content to be worked on PBL: simulation questions and answers (Q&A) and a Virtual Laboratory (VL); structuring and formatting the AVA. And finally evaluated the PP and the structure of PBL content in the VLE. The educational project was evaluated in the following items listed in course design, content, skills and competencies and the contribution of each of the educational activities for the skills and competencies for graduates of the proposed course. Since the PBL content in VLA was assessed as: general arrangement design, hardware, content, PBL, and the simulation capabilities of questions and answers and virtual laboratory. The evaluation results of the PP and content related to the design of the course was very good, giving, for all the proposed content, scores greater than or equal to 3, over 90%, with average scores above 4. In evaluating the abilities and skills expected for graduates, was the result of agreement for all abilities, with a mean score above 4. In evaluating the educational activities proposed for the three modules of the project, the reviewers agreed that they will help the student acquire or develop at least 11 of the 12 skills and competencies listed in the PP. The results of the evaluation of PBL content in the VLA showed that the overall assessment for simulation questions and answers we obtained a very good evaluation, with 74.97% of their scores greater than or equal to 7 (where 7 means a good score and scores 8 and 9, very good). Since the results of the evaluation of virtual lab particularly concerning the design attributes, such as the font size and overall design, one can observe a significant percentage of scores greater than or equal to seven (74.97%). The same happened with the assessment of the figures which had 58.33% of scores equal to or greater than 7. Comparing the two recourses used to work content in PBL, there was a preference for the Laboratory regarding Virtual Environment Simulation Questions and Answers, which may indicate that raters viewing more educational opportunities and interaction with the laboratory environment. The methodology of PBL was assessed as positive, especially regarding the incentive to search for new knowledge and promoting convergence between the students in solving a problem. In addition, to provide autonomy in the acquisition of knowledge. The results of this study reinforce the relevance and acceptance of the subject and the pedagogical principles of PBL to apply the distance should not be accepted as ready and finished. When understood as a whole is important to consider the reality to which it will apply and adapt it to the needs and possibilities of each area of knowledge and the intended audience.

ASSUNTO(S)

tecnologia de alimentos ntics pbl ead pbl ead nicts

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