O ensino de arquitetura de computadores através da aprendizagem baseada em problemas
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Encontramo-nos numa época digital em que o chamado "ensino tradicional", recorrendo a livros e canetas, já não é tão estimulante ou desafiador. No âmbito do ensino-aprendizagem, os modelos e métodos estudados privilegiam o uso de metodologias ativas, visando aumentar o interesse dos jovens e, por conseguinte, o seu desempenho escolar. Estas abordagens fomentam também o pensamento crítico, a reflexão, a autonomia e o "saber-fazer" - competências essenciais para responder às exigências do mundo contemporâneo. A intervenção pedagógica supervisionada em questão, procurou identificar os benefícios e a efetiva aplicação da Aprendizagem Baseada em Problemas numa turma do Curso Profissional de TGPSI. Os estudantes foram desafiados a conceber, construir e programar sistemas utilizando microprocessadores, aplicando os conhecimentos teóricos adquiridos em situações reais. A metodologia de aprendizagem baseada em problemas permitiu-lhes compreender de forma aprofundada conceitos fundamentais como a organização de hardware, o funcionamento de processadores e a interação entre componentes. A interação entre pares foi promovida de forma contínua, estimulando as capacidades de colaboração e cooperação. A avaliação incluiu questionários com escala de Likert, perguntas abertas, grelhas de observação e instrumentos de autoavaliação dos alunos. Os resultados evidenciaram uma adesão positiva à metodologia, a aquisição de conhecimentos teóricos e práticos, bem como um aumento na motivação e no envolvimento dos estudantes na disciplina. A intervenção privilegiou o desenvolvimento de competências essenciais para o século XXI.
We live in a digital age where so-called "traditional teaching" using books and pens is no longer as stimulating or challenging. In the context of teaching and learning, the models and methods studied prioritize the use of active methodologies, aiming to increase the interest of young people and, consequently, their academic performance. These approaches also foster critical thinking, reflection, autonomy and "know-how" - essential skills to meet the demands of the contemporary world. The supervised pedagogical intervention sought to identify the benefits and application of Problem-Based Learning in a class of the TGPSI Professional Course. The students were challenged to design, build and program systems using microprocessors, applying the theoretical knowledge acquired in real situations. The problem-based learning methodology allowed them to gain an in-depth understanding of fundamental concepts such as hardware organization, processor operation, and interaction between components. Peer interaction was continuously promoted, stimulating collaboration and cooperation capabilities. The assessment included Likert-scale questionnaires, open-ended questions, observation grids, and student self-assessment instruments. The results showed positive adherence to the methodology, the acquisition of theoretical and practical knowledge, as well as an increase in students' motivation and involvement in the subject. The intervention focused on the development of essential skills for the 21st century.
We live in a digital age where so-called "traditional teaching" using books and pens is no longer as stimulating or challenging. In the context of teaching and learning, the models and methods studied prioritize the use of active methodologies, aiming to increase the interest of young people and, consequently, their academic performance. These approaches also foster critical thinking, reflection, autonomy and "know-how" - essential skills to meet the demands of the contemporary world. The supervised pedagogical intervention sought to identify the benefits and application of Problem-Based Learning in a class of the TGPSI Professional Course. The students were challenged to design, build and program systems using microprocessors, applying the theoretical knowledge acquired in real situations. The problem-based learning methodology allowed them to gain an in-depth understanding of fundamental concepts such as hardware organization, processor operation, and interaction between components. Peer interaction was continuously promoted, stimulating collaboration and cooperation capabilities. The assessment included Likert-scale questionnaires, open-ended questions, observation grids, and student self-assessment instruments. The results showed positive adherence to the methodology, the acquisition of theoretical and practical knowledge, as well as an increase in students' motivation and involvement in the subject. The intervention focused on the development of essential skills for the 21st century.