Contribuições para a Pesquisa em PBL

Esta pesquisa defende a adoção de PBL por considerar uma estratégia alternativa que, quando implementada corretamente, pode proporcionar melhorias significativas na aprendizagem e formação do estudante em Computação. Neste sentido, a pesquisa contribuiu com a comunidade acadêmica ao publicar os resultados da pesquisa em conferências internacionais, como no Frontiers In Education (FIE), conferência de maior relevância na área de inovação educacional em Computação e Engenharia, com qualis B1. Foram dois artigos aceitos para publicação no FIE: 1) 2015, o artigo intitulado “Applying PBL in Project Management Education: a Case Study of

an Undergraduate Course” que relata o estudo de caso da aplicabilidade da

metodologia xPBL na disciplina de Planejamento e Gerenciamento de Projetos do curso de Sistemas de Informação do Centro de Informática, na Universidade Federal de Pernambuco; e 2) 2016, o artigo intitulado “Framework for Applying

Problem Based Learning to Computing Education” apresentando detalhes

das etapas e componentes do framework e ainda relatando sua aplicação. As publicações mais recentes, datadas de 2018, foram: 1) “Applying and

Managing PBL - An Experience in Information Systems Education”,

publicado na conferência CSEDU (International Conference on Computer Supported Education), na 10° edição, com foco na discussão sobre práticas e estudos de caso com estratégias inovadoras de aprendizagem; e 2) o artigo aceito para publicação “A Framework for Managing the Problem-Based

Learning Approach in Teaching Software Engineering” para o IJSEKE – International Journal of Software Engineering and Knowledge Engineering (qualis B2). O Quadro 44 apresenta os resumos dos artigos publicados.

Quadro 44 – Detalhes das publicações da pesquisa Título Resumo Applying PBL in project management education: A case study of an undergraduate course

The Software Engineering sector has been demanding an education model that targets real market practices more and more exactly. This includes bearing in mind that, in the market, a software project is subject to numerous restrictions of time, budget and other resources required for its development. In this context, this article describes the application of a learning methodology based on problems, called xPBL. This methodology consists of elements that enable a learning environment to be built that in its essence is practical and contains real learning, and that ensure that this is supported by processes that make it possible to evaluate the effectiveness of the PBL approach from various perspectives: namely, the student's, the teacher's and that of the methodological approach itself. Based on this case study, evidence of the applicability of xPBL is demonstrated as is how the behavior should be understood of all stakeholders involved in the process of teaching and learning in one of the most complex disciplines of Software Engineering.

Framework for Applying Problem Based Learning to Computing Education

Ensuring satisfactory results by using problem-based learning in education in the Computing area is challenging. Faithfully maintaining the philosophy of PBL requires not only full compliance with its principles but also that its processes are managed efficiently. To facilitate the adoption of PBL, especially as to managing its processes, this article puts forward a framework based on Demig´s PDCA cycle. The framework highlights its ability to re-use artifacts and recommends models for the stages of planning, implementation, monitoring and corrective actions. Special attention is paid to the components that are essential to the framework: xPBL methodology, maturity models, such as PBL-Test and valuation models, and authentic assessment. Results on the applicability of the framework during an under-graduate modular Computing course are also presented. Applying and Managing PBL - An Experience in Information Systems Education

The dynamism of the global economy and its growing dependence on Information Technology, more complex and integrated, has required a transformation in the education of software professionals with the focus on the development of skills such as teamwork, real practice of problem-solving, managerial profile and analysis of solutions. In this context, the Problem-Based Learning (PBL) approach falls as a glove for the training of professionals in these competencies. From this motivation, this paper describes the application of the PBL approach in an Information Systems course. Aiming the effectiveness of this approach, the Framework described in (Santos and Rodrigues, 2016) was applied, which proposes tools for the planning, execution, monitoring, and improvements of PBL. The results showed the suitability of the Framework for this purpose, describing how it was applied and how the PBL can be managed, besides emphasizing main benefits and improvement points from this application. A Framework for Managing the Problem- Based Learning Approach in

In recent years, the use of the Problem-Based Learning (PBL) has been growing in computing education. PBL enables the development of technical, managerial and interpersonal skills through the solving of real-life problems and teamwork. Despite the potential of PBL, its implementation is not so easy. PBL is process-oriented, thus it should be conducted through a careful planning, in view of the

Teaching Software Engineering

expected results. In this context, this paper proposes a framework for PBL implementation in software engineering education, called

By-Cycles. Having the Deming’s PDCA cycle as a management

strategy, this framework allows the management of PBL in planning, executing, monitoring and continuous improvement steps, with the support of methodological instruments. By-Cycles has been applied in computing education with positive results, allowing the management of the PBL and the compliance with its principles. This framework was built from the application of the DSR (Design Science Research) method, which allows the construction of artifacts from evolutionary cycles and continuous evaluations. Based on the key challenges encountered by educators wishing to implement PBL and the difficulty in tracking the benefits that PBL promises, the artifacts were built and evolved over a number of practical experiences. In order to show its applicability and potential benefits, three cases studies are discussed in this paper, considering graduate e post- graduate courses. The results showed that the By-Cycles framework is adequate to manage PBL in different contexts, providing processes and tools to support the pedagogical team. As the main contribution, we highlight a proposal that allows the planning of the PBL approach aligned with its principles, and the monitoring of the learning and teaching process, improving possible deviations. As limitations, it is possible to underline the need to assimilate various concepts and elements of the framework, as well as the lack of specific technology that directly supports and facilitates the implementation of the model, in particular, concerning the assessment process.

Fonte: Elaborado pela autora (2018)

A próxima seção justifica as escolhas do pesquisador como tentativa de promover a confiabilidade da pesquisa diante das ameaças à sua validade.