PROBLEM-BASED LEARNING: AN EXPERIENCE IN SECONDARY SCHOOL

Authors

  • Eli Borochovicius PUC-Campinas
  • Elvira Cristina Martins Tassoni

Keywords:

Problem-Based Learning, Middle School, Teacher Training, Active methodology, Teaching and learning process

Abstract

The Problem-Based Learning (PBL) is a teaching and learning method that objective the development of conceptual, procedural and attitudinal contents with collaborative works. The literature review identified that the method can be applied in different areas of knowledge and there’s prevalence of its application in Undergraduate, witch little research applied to the Secondary School. Regarding the role of the teacher, some authors defend the teacher as an important mediator in learning, and others, give them a secondary plan. It’s consensual that the PBL contributes to the development of critical and reflexive thinking, promoting a significant learning. A qualitative collaborative research is presented, with the objective of identifying changes in the teaching and learning relationship with the application of PBL in an Secondary School discipline of a public school in the interior of São Paulo. The results showed that PBL allows the teacher to get closer to the students, enhancing learning.

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Published

2021-04-09

How to Cite

Borochovicius, E., & Cristina Martins Tassoni, E. (2021). PROBLEM-BASED LEARNING: AN EXPERIENCE IN SECONDARY SCHOOL. Educação Em Revista, 37(1). Retrieved from https://periodicos.ufmg.br/index.php/edrevista/article/view/20706

Issue

Vol. 37 No. 1 (2021): Vol. 37 (2021)

Section

Artigos

License

Copyright (c) 2021 Educação em Revista

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