Aprendizagem baseada em problemas como motivação para estudantes aprenderem mecânica dos sólidos

Abstract

Technology has changed the way people interact with information in recent decades, but most schools still adopt the traditional teacher-centered method of teaching. This disparity between the technological and traditional worlds can cause demotivation in students and a low level of assimilation of important knowledge for their training. In this context, among other alternatives currently proposed to change this situation, there is an emphasis on Problem-Based Learning (PBL) as a student-centered educational model that serves not only to improve learning, but also to motivate students. Therefore, the objective of this work was to investigate the possible influence of the application of PBL on the academic motivation of students in the discipline of solid mechanics in the mechanical engineering course of a public educational institution. To assess the level of motivation of students, for two consecutive academic semesters, questionnaires based on an academic motivation scale were applied and interviews were conducted with students, before and after the application of the PBL. The work also includes an explanation of the theoretical framework of the PBL, which has its roots in the progressive and constructivist philosophies of education. In each semester in which the research was carried out, the application of the PBL took place on a specific topic, lasting four weeks. All classes and meetings were held remotely due to the need for social distancing caused by the SARS-CoV-2 virus pandemic. The results obtained point to a slight increase in the level of academic motivation of students after the application of the PBL.