Project-based learning in professional and technological education as a proposal to forced remote learning

Bibliographic Data

ID4897267
AuthorsCarlos Eduardo Crestani (0000-0001-7317-4683, Instituto Federal de Educação), Murilo Bansi Machado (0000-0002-3887-5211, Instituto Federal de Educação)
Year2023
Volume28
Publication date2023-01-01
Peer ReviewedYes
Open AccessYes
TypeARTICLE
VenueRevista Brasileira de Educação (JOURNAL)
Journal identifiersISSN: 1413-2478 • E-ISSN: 1809-449X
PublisherFapUNIFESP (SciELO) (PUBLISHER)
DOI10.1590/s1413-24782023280049
OpenAlexW4379230922
LanguageEN
Citations received1
References cited29

The pandemic that started in 2020 was challenging in many areas, including education, with a mandatory migration to remote learning. This work presents the migration of disciplines from the traditional face-to-face methodology to project-based learning in forced remote learning. The contents were transformed into projects, developed in oriented groups, with detailed feedback, freedom of organization and presentation, and group and individual assessment. The general perception was of initial difficulties, of adaptation, but of skills development such as groupwork, presentation of ideas, decision making, planning, organization, and socialization, with the development of critical and creative thinking and commitment to learning itself since the selection of the level and of the amount of information to explore. The development of skills and maturity to deal with projects and problems shows a way forward in the use of active methodologies

Active learning (machine learning · Adaptation (eye · Knowledge management · Maturity (psychological · Pedagogy · Perception · Presentation (obstetrics · Socialization · Biomedical and Engineering Education · Computer Science · E-Learning and Knowledge Management · Engineering Education and Technology · Psychology · Social Psychology · Artificial Intelligence

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Open DOIOpen Access