Problem-Based Learning: Exploratory Study of Perception of Psychology Students

Authors

DOI:

https://doi.org/10.33448/rsd-v9i5.2109

Keywords:

Aprendizagem por problematização; Metodologia de ensino ativa; Ensino de Psicologia.

Abstract

The aim of the present study was to investigate the student's perception about the skills acquired with the Problem Based Learning (PBL) methodology in two subjects, which belong to the undergraduate course in Psychology of a public university in the interior of the state of São Paulo. This study has a quantitative nature with an exploratory and cross-sectional design. Thirty-one undergraduates from 19 to 27 years of age participated in an online self-report questionnaire that asked them about the retention of knowledge, the development of study skills and critical reflection, the formulation and comparison of diagnostic possibilities, the application of knowledge in professional practice and the possibility of applying the PBL in any discipline. The study is justified due to the current challenge for higher education in Psychology to improve effective teaching practices that result in the development of skills to apply knowledge critically and dynamically, stimulating an active attitude towards their own learning process. The exploratory descriptive analyzes indicated a positive perception of the students in several aspects related to the application of the PBL method and the inferential analyzes showed that the course taken can influence this perception. It is concluded that the initiative given with the subjects of the Psychology course expresses the potential of the method for the development of significant learning in students.

Author Biographies

Carmem Beatriz Neufeld, Universidade de São Paulo

Psicóloga pela Universidade da Região da Campanha, Mestre em Psicologia Social e da Personalidade pela Pontifícia Universidade Católica do Rio Grande do Sul e Doutora em Psicologia pela Pontifícia Universidade Católica do Rio Grande do Sul, Pós-Doutora em Psicologia pela Universidade Federal do Rio de Janeiro e Livre-Docência em Terapia Cognitivo-Comportamental pelo Departamento de Psicologia da Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto da Universidade de São Paulo. Professora Associado do Departamento de Psicologia da Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto - FFCLRP da Universidade de São Paulo - USP

Isabela Maria Freitas Ferreira, Universidade de São Paulo

Psicóloga pela Universidade Federal do Triângulo Mineiro, Mestre e Doutoranda em Ciências pela Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto, Universidade de São Paulo

Kátia Alessandra de Souza Caetano, Centro Universitário de Patos de Minas (UNIPAM)

Psicóloga pela Universidade Federal de Uberlândia. Mestre em Psicobiologia pela Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto, Universidade de São Paulo. Doutora em Psicologia pela Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto, Universidade de São Paulo. Doutorado sanduíche no Psychotherapy and Emotion Research Laboratory, Boston University. Pós-Doutoranda no East Bay Behavior Therapy Center, Califórnia, Estados Unidos. Docente do Centro Universitário de Patos de Minas (UNIPAM)

Fabiana Maris Versuti, Universidade de São Paulo

Psicóloga pela UNESP/Bauru. Doutora e Mestre em Educação para a Ciência pela UNESP/Bauru. Pós-Doutora em Educação pela Faculdade de Filosofia, Ciências e Letras de Ribeirão Preto, Universidade de São Paulo.

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Published

28/03/2020

How to Cite

NEUFELD, C. B.; FERREIRA, I. M. F.; CAETANO, K. A. de S.; VERSUTI, F. M. Problem-Based Learning: Exploratory Study of Perception of Psychology Students. Research, Society and Development, [S. l.], v. 9, n. 5, p. e48952109, 2020. DOI: 10.33448/rsd-v9i5.2109. Disponível em: https://rsdjournal.org/index.php/rsd/article/view/2109. Acesso em: 18 nov. 2024.

Issue

Vol. 9 No. 5

Section

Education Sciences

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