Elaboração de uma sequência didática para a aprendizagem significativa de luminotécnica para os cursos de engenharia: uma proposta com as metodologias ativas de EsM, IpC e PBL

Abstract

We reiterate studies on a necessary revision of Engineering teaching. Research on the relationship between the way of teaching and the forms of appropriation of learning evolves in defense by processes in which agents are active, responsible for learning and positively interdependent. In this context, Active Methodologies (MA) are presented as dynamic alternatives for teaching and learning relationships. This research aimed to identify the possible contributions of the use of MA for the learning of Luminotécnica for Engineering students of the Federal Institute of Goiás - Câmpus Jataí. For this, a Didactic Sequence (SD) was developed based on David Ausubel's Theory of Significant Learning (TAS) and that originated an educational product (PE) applicable to the study of luminology. The methodological course integrated the Measured Learning MA (EsM), Instruction by Colleagues (IpC) and Problem Based Learning (PBL) for a progressive construction of concepts. From the students' knowledge, and with the use of EsM and IpC, meetings were structured with the insertion of topics of Physics as a support to the learning of concepts to be used as subunits in Luminotécnica. Following, it was proposed the use of the PBL for the elaboration of lighting proposals as an application of the concepts developed in SD. The EP contains a questionnaire for the probing of previous knowledge about ondulatory, Reading Tasks, Conceptual Tests, design of a bench - and scripts for experimental classes - for the study of Spectroscopy of lighting sources, problems of lighting projects for PBL, self-assessment sheets, peer and MA assessment. The analysis was performed throughout the research, with criteria inherent to each MA. In particular, through the Content Analysis of Bardin we analyzed the lighting proposals elaborated by the students. It was inferred that the objectives were achieved, and that SD favored an AS of the concepts, besides stimulating creativity, autonomy and bringing students closer to the community. Regarding PBL, the potential for integration between theory and professional practice, relevance and motivation to learn were highlighted and made critical to the time needed for its application.