Aprendizagem ativa na disciplina de máquinas elétricas

Abstract

The Electrical Machines course requires dedication from students and is essential for their professional qualification, as various economic sectors such as industrial and commercial use electric machines to power loads. Analyzing students' grades obtained in academic exams from 2010 to 2022 in the Electrical Machines course at the Federal University of Ceará - Sobral Campus, we observed that topics of Direct Current Machines and Three- Phase Transformers have the lowest productivity rates among students. This work presents the initial results of applying the Team-Based Learning (TBL) and Problem-Based Learning (PBL) methodologies in Electrical Machines classes. TBL and PBL are Active Learning strategies chosen to enhance student learning and develop teamwork skills, application of prior knowledge, the ability to connect practical phenomena to theory, and perform tasks without teacher assistance. The main result obtained through the analysis of the Probability Density Function (PDF) of individual and team activity grades, as well as Partial Assessments (PA), shows that current grades are similar to previous semesters, but the learning level has been improved by reducing grade dispersion. In PBL, student learning was assessed through project execution and oral presentation. Based on student self-assessment and team assessment responses in TBL, the results show that the method aided in content comprehension through collaboration and teamwork, fostering good interaction among student groups and receptiveness to other evaluation methods. Responses from self-assessment and team assessment in PBL demonstrate that project execution contributed to enhancing content learning. The achieved learning level was satisfactory, helping to clarify doubts through study, highlighting real skills, and sharing experiences through groups. This indicates that the inclusion of TBL and PBL made students become protagonists of their learning.