Análise do estilo de aprendizagem de estudantes de Engenharia Civil e da aplicação de avaliação baseada em projetos em disciplina do curso

Abstract

The traditional method of teaching, aimed at solving previously presented problems with a single solution, superficially covers some elementary skills of professionals in engineering courses, such as working in multidisciplinary teams and coordinating activities between groups. In contrast, active methodologies of teaching enhance these skills, leading students to solve problems in a contextualized way. Due to this practical nature, the Project Based Learning method (PBL) is more effective in relation to other teaching practices, but presents numerous implementation difficulties that lead to resistance of acceptance between students and teachers. Therefore, understanding the preferred learning style of a class is fundamental to the planning of more effective didactic strategies directed to the groups of students. The objective of this paper is to analyze if the PBL method is adequate to the learning style of the Civil Engineering students, and how they perceive the objectives of the method. It was concluded that the group analysed has the expected profile of the engineering courses, where the active, sensorial and visual characteristics of the students corroborate to the advantages of the use of PBL. On the other hand, the sequential character of the students can lead to difficulties in understanding the objectives of the projects and the lack of interest and commitment at the beginning of the activities, requiring constant increases in student motivation.