A bibliometric and classification study of Project-based Learning in Engineering Education

Reis, Ana Carla Bittencourt; Barbalho, Sanderson César Macêdo; Zanette, Alline Christine Diniz

doi:10.1590/0103-6513.225816

Cited by 41 publications

(38 citation statements)

References 55 publications

(49 reference statements)

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“…Finally, the most relevant topics distinguished concur with specific studies showing the scientific potential and the large number of documents in recent years on flipped classroom (Yang, Sun, & Liu, 2017) and project-based learning (Azer, 2017;Reis, Barbalho, & Zanette, 2017).…”

Section: Discussionsupporting

confidence: 69%

Bibliometric and Collaborative Network Analysis on Active Methodologies in Education

Robles

González

Vigil

2020

J. New Approaches Educ. Res.

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Teachers have gradually been making more use of active methodologies at all educational levels, and some even carry out research in this area. The objective of this research was to develop a bibliometric study in order to gain an in-depth view of the scientific literature on active methodologies in education. An analysis of the classic descriptions of bibliometrics, co-authorship indexes and collaboration networks was carried out, using documents indexed by the Web of Science on active methodologies in education between 2009 and 2019. The final data corpus is composed of 513 documents. The results show that publications on this type of research are booming, demonstrating a growing interest in these kinds of studies in the short and medium term. English is the predominant language in these studies, as occurs in the general scientific literature. The results indicate a limited range of topics being studied currently and likely growth in coming years. Therefore, this category of research can be considered as a relevant field of study for the scientific community in the short and medium term.

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Section: Discussionsupporting

confidence: 69%

Bibliometric and Collaborative Network Analysis on Active Methodologies in Education

Robles

González

Vigil

2020

J. New Approaches Educ. Res.

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“…No presente estudo, não se analisou o impacto das metodologias ativas de aprendizagem para aprimorar o conhecimento científico ou favorecer o interesse pela prática científica. Porém, já foi demonstrado na literatura que alunos de metodologias ativas podem ter melhores atitudes para a Ciência em relação aos que aprendem pelo método tradicional [20][21][22] . Há de se considerar ainda que este estudo por ser transversal não pôde avaliar as variações das mudanças do conhecimento e atitudes no decorrer do tempo.…”

Section: Discussionunclassified

Pesquisa científica: conhecimento, atitudes e barreiras entre estudantes de medicina brasileiros

Figueiredo¹,

Nunes²,

Moura³

et al. 2018

ACS

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ResumoIntrodução: O contato extracurricular com a pesquisa científica pode ajudar a melhorar as habilidades dos alunos e são muitos os potenciais influenciadores na adesão dos estudantes. Objetivo: Identificar níveis de conhecimento científico e atitudes científicas de estudantes de medicina bem como as principais barreiras para a prática científica. Casuística e Métodos: Estudo transversal realizado com acadêmicos de medicina do Campus Prof. Antônio Garcia Filho da Universidade Federal de Sergipe, Brasil. Aplicaram-se questionários validados a 90 estudantes que em seguida, foram agrupados em quatro classificações (não envolvidos em projetos; envolvidos em extensão; envolvidos em pesquisa e envolvidos em ambos (pesquisa e extensão). Resultados: Parcela significativa dos estudantes envolveu-se com projetos de pesquisa e extensão (43,33%) e as médias gerais de atitude e conhecimento científicos foram moderadas (56,85 ± 14,35; 47,28 ± 16,69). Os grupos de estudantes que participaram de pesquisa junto com extensão, apresentaram maiores pontuações de atitude científica (63,10 ± 13,69) e o conhecimento científico de todos os grupos foi similar. As barreiras, para a prática científica, mais citadas foram a falta de estrutura (73,33%), de tempo (70%), de orientação (67,78%), o foco nas atividades curriculares (54,44%) e falta de familiaridade com estatística (50%). Conclusão: Estudantes que apresentavam contato com pesquisa cientifica e extensão apresentaram atitudes mais positivas para pesquisa, demonstrando a importância do estímulo a essa prática. As barreiras, para as práticas científicas, mostraram-se similares à literatura mundial, mostrando que devem ser feitas medidas para reduzi-las e estimular a prática científica.Descritores: Educação em Saúde; Aprendizagem Baseada em Problemas; Ciência. AbstractIntroduction: Extracurricular contact with scientific research can help to improve students' skills and there are many potential influencers of students' adhesion. Objectives: Identify levels of scientific knowledge and attitudes towards scientific research among medical students, as well as the main barriers to scientific practice. C asuistic and methods: This is a cross-sectional study involving medical students from the Federal University of Sergipe, Brazil, Campus Prof. Antônio Garcia Filho. Validated questionnaires were applied to 90 students. Then, they were grouped in four classifications (not involved in projects; involved in non-degree projects; involved in research projects, and involved in both non-degree and research projects). Results: Significant parcel of students was involved on research and non-degree projects (43.33%). The overall averages of scientific knowledge and attitudes were moderate (56.85 ±14.35; 47.28 ±16.69). Groups of students involved in scientific research and community outreach, presented higher scores of scientific attitudes (63.10 ± 13.69). The scientific knowledge of all groups was similar. The most cited barriers for scientific practice were lacked of structure (73.33%), lack of ti...

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“…This research aims to conduct a literature review on: the key applications, benefits and challenges of using gamification in industries; the implications of this approach on training engineers, especially production engineers, who may take a prominent position in the context of Industry 4.0; the variety of gamification applications in this new industrial era (Baena et al, 2017;Reis et al, 2017). Through this study of the literature, it was possible to propose an integrative model on the perspectives of gamification use in Industry.…”

Section: Introductionmentioning

confidence: 99%

Prospects for using gamification in Industry 4.0

Reis

Júnior

Gewehr

et al. 2020

Prod.

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A bibliometric and classification study of Project-based Learning in Engineering Education

Cited by 41 publications

References 55 publications

Bibliometric and Collaborative Network Analysis on Active Methodologies in Education

Bibliometric and Collaborative Network Analysis on Active Methodologies in Education

Pesquisa científica: conhecimento, atitudes e barreiras entre estudantes de medicina brasileiros

Prospects for using gamification in Industry 4.0

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