Integração das metodologias ativas de ensino Just in Time Teaching e Peer Instruction aplicadas à disciplina de Cálculo Diferencial e Integral 1: estudo em um curso de engenharia

Abstract

This research has as its theme the application of active methodologies carried out by actioninvestigation in Mathematics Teaching. It is noticed that students who get into university with a deficit in mathematics knowledge also brings with them a difficulty in learning such subject. These students come across mostly traditional classes, often being only expository lectures, which make the passive students discouraged by the way these classes are led. Such difficulty and lack of interest from both parta cause failure at the discipline and dropout. Therefore, reconsidering a methodology that suits these academic needs is a way of transcending such difficulties. The aim of this research is to analyze the application contribuito a of active methodologies Just in Time Teaching and Peer Instruction for the teaching and learning in Differential and Integral Calculus 1 for students of engineering degree. Such methodologies were supporters by a online sustém based on Gamificaion. During the research, some variables were analyzed, such as attitude, engagement and performance, both gathered from questionnaires, written records, reporta and the researcher's observations. The questionnaires (related to the atitude and engagement) were analyzed quantitatively, as well as the performance (notes), by using the descriptive statistics. The written records, reports and observations were analyzed quantitatively by using the Discoursive Textual Analyzis methodology, whose purpose is to justify the investigation of these variables. At the end of the discipline, one last questionnaires was applied in order to measure the students' perception regarding the active methodologies used. From this point of view, the scientific characteristics of this research, as to the approach, are classified as quantitatively, qualitatively and interpretative, as for the objetive, it is descriptive, and when it comes to the technical procedures, they are classified as action-investigation. The research consits of the application method and it was performer at the Universidade Tecnológica Federal do Paraná, Francisco Beltrão, Paraná, Brazil. As a result (quantitative), it was found that the active methodologies were able to stimulate most of the students in their activities, making them more engaged and, therefore, it led to better grades in what concerna the performance. As for the qualitative results, the excerpts presented around engagement and performance in relation to modules 1, 3 and 3, support/sustain the quantitative results analyzed. Regarding the attitude towards mathematics, it is considered that there was a trend in the evolution of the attitude portraying a more positive/favorable disposition towards the Differential and Integral Calculus 1. As far as the students' perception about Just in Time Teaching and Peer Instruction methodologies, 89,29% of the students preferred them rather than the traditional teaching method, as well as 92,86% responded that they understood the contents of Differential and Integral Calculus 1. Regarding the gamification process, students reported having helped their postures in relation to engagement in studies. In view of these results, it is concluded that the integration of the active methodologies Just in Time Teaching and Peer Instruction adapted to a gamified online system contributed to the teaching and learning process of Differential and Integral Calculus 1, in terms of engagement, attitude and performance from the students.