ACTIVE METHODOLOGIES IN HIGHER EDUCATION: A SYSTEMATIC MAPPING IN THE CONTEXT OF ENGINEERING COURSES

Abstract

Active learning is all pedagogical alternatives that place the focus of learning on the
students. With the mediation of competent teachers, the students learn by discovery, by investigation,
and by problems. Such methodologies commonly promote more content retention and comprehension
once the students are engaged in activities, whether through research, group collaborations, discussion,
and problem solving. This work aimed to verify the temporal evolution of active learning methods in
higher education Engineering courses, based on a systematic mapping of the literature. We observed
which are the main researchers in this field, their geographic location and which methodologies are
preferred in the context of these courses. From the results, we observe a growth of scientific publications on active learning methodologies and Engineering Education, especially in the last five years of the period
analysed (between 2015 and 2020). We also see researchs on this field in all continents, with a
predominance of studies led by American and European researchers. In the mapped studies, the inverted
classroom and problem-based learning were the most identified methodologies. It demonstrates a
concern of teachers in this area to promote activities with high involvement, which allow the
development of personal and professional skills and competencies, even during their training period.