Análise comparativa de duas ferramentas de aprendizagem por pares na disciplina materiais de construção civil

Abstract

The method of teaching in the university environment has been the subject of discussions in the pedagogical environment. It evolves from a stage of reproduction of teaching techniques used through generations of teachers, to another where increasingly active methodologies gain importance. These methodologies are teaching strategies that place students at the center of the learning process, tending to increase the quality of classroom time and student participation. In this article has presented the experience of applying active methodologies in the discipline of materials of civil construction I, in the civil engineering course of the Federal University of Ceara. We seek to compare two auxiliary tools to apply active learning methodologies: Kahoot, and Peerwise. In the week in advance of the 1st progressive assessment (PA1) of the discipline, a competitive game where the students joined in pairs was carried out with the help of the Kahoot tool. During the week following the test, the Peerwise tool was explored, which helps collaborative information exchange among students. After that, a questionnaire was applied with the participation of 25 of the 45 students in the class, evaluating their perceptions about each activity. It was concluded that both bring benefits to the conduct of the discipline, but with specificity in each one. Most of the students reported increased fun with Kahoot, but also believe they learned more during Peerwise activity, which provided the teacher with deeper insights into student learning, while Kahoot stimulated more dynamism, quicker reasoning, cooperation and competitive spirit.