Making PBL (Problem-based learning) clean: an ultra-rcent internacional review

Authors

DOI:

https://doi.org/10.15536/reducarmais.4.2020.2085

Keywords:

Higher Education, Scope Review, PBL, critical perspective, active methodologies

Abstract

Active methodologies have gained prominence in the educational field in recent years and, among them, Problem-Based Learning (known by the acronym PBL). This paper presents a scope review from a critical perspective, based on scientific articles published in the ultra-recent international literature (year 2020), with a focus on the theme of PBL in higher education. Current data indicate the predominance of qualitative designs over quantitative designs, prevalence of the English language to express the results, adoption of the survey as the most used technique for data collection. Also, that the papers can be classified into three categories: papers with consistent empirical evidence about the advantages for learning with the adoption of PBL; papers that map their counterpoints and limits and, still, papers that no present this evidence, especially since the techniques of data collection/ generation are indirect. It is concluded that there is a fertile ground for the development of research aimed at the adoption of PBL, especially when the methodological design points to evidence of the learning process.

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Author Biographies

Valesca Brasil Irala, Universidade Federal do Pampa - UNIPAMPA

Professora Associada 2 na Universidade Federal do Pampa (UNIPAMPA), Doutora em Letras (Linguística Aplicada), pela Universidade Católica de Pelotas (UCPel) e fez seus estudos de Pós-doutorado na Facultad de Humanidades y Ciencias de la Educación, na Universidad de la República (Uruguai). Atualmente atua no curso de graduação em Letras (Línguas Adicionais - Inglês e Espanhol) e no Mestrado Acadêmico em Ensino (MAE), no campus Bagé.  É líder do Grupo de Pesquisa sobre Aprendizagens, Metodologias e Avaliação (GAMA/registrado no Diretório de Grupos do CNPq), que apresenta uma perspectiva inter e transdisciplinar. Seus atuais interesses de pesquisa são: agência, autorregulação, engajamento e avaliação no Ensino Superior.

Leandro Blass, Universidade Federal do Pampa

É graduado em Matemática (Licenciatura) pela Universidade Regional do Noroeste do Estado do Rio Grande do Sul (UNIJUÍ). Possui mestrado em Modelagem Matemática  pela Universidade Regional do Noroeste do Estado do Rio Grande do Sul (UNIJUÍ) e doutorado em Modelagem Computacional pela Universidade do Estado do Rio de Janeiro (UERJ). É docente da área de Matemática da Universidade Federal do Pampa (UNIPAMPA), campus Bagé, atuando em diversos cursos de engenharia e licenciaturas. É membro do Grupo de Pesquisa sobre Aprendizagens, Metodologias e Avaliação (GAMA), onde pesquisa sobre avaliação por meio de rubricas e metodologias ativas.

Everton Silveira Ribeiro , Universidade Federal do Pampa

Graduado em Fisioterapia pela Universidade da Região da Campanha (URCAMP) e mestrando em Ensino na Universidade Federal do Pampa (UNIPAMPA).

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Published

2020-12-04

How to Cite

Irala, V. B., Blass, L. ., & Ribeiro , E. S. . (2020). Making PBL (Problem-based learning) clean: an ultra-rcent internacional review: . Educar Mais, 4(3), 834–850. https://doi.org/10.15536/reducarmais.4.2020.2085

Issue

Vol. 4 No. 3 (2020)

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Articles

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Copyright (c) 2020 Valesca Brasil Irala, Leandro Blass, Everton Silveira Ribeiro

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