Análise da implementação de metodologias de ensino ativas durante a monitoria acadêmica na disciplina de cálculo vetorial para engenharia

Abstract

The present work aims to analyze the implementation of different active teaching methodologies used during monitoring in the Vector Calculus course for Engineering at the Federal University of Ceará (UFC). The study spans three semesters: 2017.1, 2018.1, and 2019.1. During the semester of 2018.1, the Workshop Learning methodology was implemented, in which students worked in teams to solve exercises and present their solutions to the class. In the semester of 2019.1, two different activities were implemented: Knowledge Tests and the use of Summary Sheets during evaluations. In the semester 2017.1, the mentioned methodologies were not implemented, making the data from this period equivalent to a control group. The analysis of students' grades revealed that in semesters where the new methodologies were implemented, there was a higher concentration of grades in higher ranges, indicating better performance. A questionnaire was also administered to collect students' perceptions of the methodologies used in 2019. The majority of students considered that the activities helped in understanding the subject, promoted cooperation and knowledge exchange among them, and contributed to a sense of security during evaluations. The results suggest that the implementation of interactive and collaborative methodologies within monitoring activities can positively contribute to students' performance in various ways, whether by consolidating knowledge, fostering bonds between students, or even mitigating nervousness during evaluations.