Application and Results of a Structured Teaching Sequence in Project-Based Learning: Focus on Engagement and Problem-Solving in the Electronics Technical Course
DOI:
https://doi.org/10.35819/tear.v15.n1.a7727Abstract
This article presents an experience report on the classroom application of a teaching sequence developed through a master's thesis that aimed to answer the question: “Is it possible to increase student engagement in automation by applying a project-based learning methodology?” This sequence is an educational product that, through the resolution of real-world problems, seeks to increase student engagement and motivation through 12 sequential, interconnected phases that place students as protagonists in the construction of their knowledge so that theoretical content can be applied in practice. This is an applied qualitative research study, whose procedures are classified as experimental, with data collection through forms and analysis through the triangulation method. It was implemented at the Federal Institute of Education, Science, and Technology (IFRS) – Campus Restinga, in a class of the integrated technical course in electronics, in the Integrative Projects II subject. All authorization and clarification forms were signed for this research, and authorization was obtained from an ethics committee. Participants were guaranteed anonymity and the right to withdraw from the study at any time. Although the application sample was small, the data resulting from this application were positive and validated by the students, both in terms of the increased feeling of engagement and the validation of the elements that make up the sequence.
Keywords: Project-Based Learning. Engagement. Didactic Sequence.
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