Tutoring as a Tool to Explore New Teaching Methodologies in the Classroom in Engineering Classes of the University of Pernambuco

Azevedo, Vinícius; Moraes, Andréa; Lira, Hiran

doi:10.1007/978-3-030-63403-2_74

Cited by 4 publications

(1 citation statement)

References 7 publications

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“…Tutoring is important in transmitting knowledge and skills (Azevedo, Moraes, & Lira, 2021), and learning how to learn is the key element in education. Tutoring in indigenous education promotes skills such as listening, observing, experiencing and intuition, all of which play an important role in learning.…”

Section: Literature Reviewmentioning

confidence: 99%

‘Indlela ibuzwa kwabaphambili’: Using indigenous knowledge practices to support first-year first-generation African students in their career transition to higher education

Diale

2022

AJCD

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Background: The study explored indigenous knowledge systems’ role in tutoring first-year first-generation African students (FYFGAS) transitioning from high school to higher education. During this process, tutors and students implicitly engage in indigenous knowledge systems (IKS) that allow for enculturation and holistic support for FYFGAS.Objectives: Drawing on Schlossberg’s Career Transitioning Theory as an underpinning framework, the researcher explored how FYFGAS experienced tutoring sessions as a positive conduit towards their successful transition into their first year at university, embedded in the tutor’s use of IKS processes.Method: This article adopted a phenomenological qualitative design within an interpretive paradigm. Data were collected using a semi-structured individual interview schedule with six participants who were first years and the first generation to attend universities in their families. These included four females and two males between the ages of 19 and 21 years. Five of the participants were black South Africans, and one was originally from Zimbabwe but a naturalised resident of South Africa. Data were analysed through inductive thematic analysis.Results: The findings revealed that tutors were role models to FYFGAS as they transitioned. Tutors further acted as agents of empowerment, thus fulfilling the role of change agents. Students believed that tutoring sessions promoted active learning. Through their active engagement, students developed problem-solving and knowledge-acquisition skills.Conclusion: There is a need for higher education institutions (HEIs) to build systems that embrace the diverse IKS in supporting the FYFGAS. Developing a holistic understanding of IKS and using these practices during the tutor sessions of FYFGAS will help transform HEI spaces and fully embrace diversity. This will allow these students’ career transitioning to be inclusive.Contribution: The study contributes towards guiding higher education institutions on how to embrace and support students who are the first generation in their families to attend university. It brings further insight to the university leadership on the lived experiences of these students and h ow universities can adapt their first year experience programs to be more inclusive of these students

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Section: Literature Reviewmentioning

confidence: 99%

‘Indlela ibuzwa kwabaphambili’: Using indigenous knowledge practices to support first-year first-generation African students in their career transition to higher education

Diale

2022

AJCD

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Application of teaching-learning methodologies for the conceptual design of a Vertical Garden mobilization system using MMF

AGUILAR-GUGGEMBUHL¹,

García-Castillo²,

Cortés-Pérez³

2022

JEA

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The project consisted of design and construction of a mechanical prototype that allows the growth of vegetables in a rotary vertical garden. For the vegetables to grow properly, the structure of the prototype rotates in order to provide them homogeneous sunlight. Currently, the movement of vertical structures is carried out with motors and mechanical transmission systems; however, in this case it was to carry it out with shape memory materials (SMMs), which could rotate the system with the application of electric current, hot air or sunlight. During the development of the prototype, it was possible to use previously designed equipment where experiments can be carried out to characterize the behaviour of the SMMs, applying different voltages to them. This work shows the methodology used to involve students, from two institutions, in the design stages, taking advantage of experimental tests, digital resources on the internet; as well as the application of active methodologies such as project-based learning and flipped classroom. Finally, a proposal is presented for the remote operation of the equipment used in the characterization of the materials and their use as learning technics.

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Uso da realidade aumentada no ensino de projeto de engenharia civil

Azevedo

Lira

Moraes

et al. 2023

arq.urb

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O aumento da complexidade nos projetos de Engenharia trouxe a necessidade do uso de novos métodos de ensino de projetos nos cursos de Engenharia Civil. Com o desenvolvimento tecnológico e a evolução das formas de representação e estudo de projetos de Engenharia, tornou-se possível o emprego de novas ferramentas para visualização de projetos, dentre as quais, a Realidade Aumentada (RA). Esse estudo teve como objetivo realizar uma revisão sistemática da literatura sobre uso da RA como ferramenta para auxiliar o ensino de projeto, no curso de Engenharia Civil. A identificação dos artigos foi realizada em oito bases de dados, resultando em 1.300 artigos. Após a aplicação dos critérios de elegibilidade, 14 artigos foram incluídos para o estudo. A pesquisa evidenciou que apesar do uso da RA possuir grande potencial de impacto no ensino de projeto de Engenharia Civil, essa tecnologia ainda é pouco utilizada em sala de aula, necessitando aprimoramento de softwares e equipamentos. Ademais, a presente revisão sistemática indica possibilidades de uso e limitações da RA, tornando-se uma base para auxiliar a estruturar futuras pesquisas aplicadas na área.

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Tutoring as a Tool to Explore New Teaching Methodologies in the Classroom in Engineering Classes of the University of Pernambuco

Cited by 4 publications

References 7 publications

‘Indlela ibuzwa kwabaphambili’: Using indigenous knowledge practices to support first-year first-generation African students in their career transition to higher education

‘Indlela ibuzwa kwabaphambili’: Using indigenous knowledge practices to support first-year first-generation African students in their career transition to higher education

Application of teaching-learning methodologies for the conceptual design of a Vertical Garden mobilization system using MMF

Uso da realidade aumentada no ensino de projeto de engenharia civil

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