Perception of students of an integrated technical course in industrial automation on the use of eduScrum
DOI:
https://doi.org/10.33448/rsd-v9i7.4228Keywords:
eduScrum; Professional Education; Soft Skills; PerceptionAbstract
This work aims to analyze the perception of students in the 2nd year of the IFMG Industrial Automation Integrated Technician course regarding the use of eduScrum as a teaching methodology. EduScrum is the application in education of the Scrum framework. At eduScrum, the teacher presents students with why to study and what will be studied and delivered, students will decide how they will learn and develop the proposed activity. This methodology has several stages, such as: Team building, Sprint planning, Sprint development, Stand up meetings, Sprint review and Sprint retrospective. All of these steps are based on the principles of transparency, adaptation and inspection. This study was developed from a pedagogical intervention, and for the stage of investigating perceptions, field research was used. EduScrum was used during the first quarter of 2018 in the discipline of Industrial Manufacturing, CNC and Hydropneumatic Systems. After the end of the quarter, the 43 students answered a questionnaire on Google Forms. The use of this methodology was very satisfactory, and 90.7% of students would like it to be used in the next quarter. The main points favorable to the use of eduScrum presented by the students were: the favor of learning, the development of group work, responsibility and autonomy.
References
Aires, R. W. D. A., Kempner-Moreira, F. K., & Freire, P. D. S. (2017, September). Indústria 4.0: competências requeridas aos profissionais da quarta revolução industrial. In CONGRESSO INTERNACIONAL DE CONHECIMENTO E INOVAÇÃO (CIKI) (Vol. 7).
Barbosa, E. F., & de Moura, D. G. (2013). Metodologias ativas de aprendizagem na educação profissional e tecnológica. Boletim Técnico do Senac, 39(2), 48-67.
Damiani, M. F. (2008). Entendendo o trabalho colaborativo em educação e revelando seus benefícios. Educar em revista, (31), 213-230.
Damiani, M. F., Rochefort, R. S., de Castro, R. F., Dariz, M. R., & Pinheiro, S. S. (2013). Discutindo pesquisas do tipo intervenção pedagógica. Cadernos de educação, (45), 57-67.
Lima, A. G., & Pinto, G. S. (2019). INDÚSTRIA 4.0. Revista Interface Tecnológica, 16(2), 299-311.
Delhij, A., Van Solingen, R., & Wijnands, W. (2017). O guia eduScrum: as regras do jogo. 2016. Retrieved October, 31.
Direito, I., Pereira, A., & de Oliveira Duarte, A. M. (2012). Engineering undergraduates’ perceptions of soft skills: Relations with self-efficacy and learning styles. Procedia-Social and Behavioral Sciences, 55, 843-851.
Halfhill, T. R., & Nielsen, T. M. (2007). Quantifying the “softer side” of management education: An example using teamwork competencies. Journal of Management Education, 31(1), 64-80.
Longo, W. P. E. (2009). O Programa de Desenvolvimento das Engenharias. Revista Brasileira De Inovação, 3(2), 417-447.
Marconi, M. D. A., & Lakatos, E. M. (2004). Metodologia científica (Vol. 4). São Paulo: Atlas.
Ministério da Educação/Conselho Nacional de Educação (2019). Resolução CNE/CES 02/2019, aprovada em 24 de abril de 2019. Institui as Diretrizes Curriculares Nacionais do Curso de Graduação em Engenharia. Brasília.
Morán, J. (2015). Mudando a educação com metodologias ativas. Coleção mídias contemporâneas. Convergências midiáticas, educação e cidadania: aproximações jovens, 2(1), 15-33.
Pereira, A., & de Simonetto, O. E. (2018). Indústria 4.0: conceitos e perspectivas para o Brasil. Revista da Universidade Vale do Rio Verde, 16(1).
Santos, B. P., Alberto, A., Lima, T. D. F. M., & Charrua-Santos, F. M. B. (2018). Indústria 4.0: desafios e oportunidades. Revista Produção e Desenvolvimento, 4(1), 111-124.
Schwab, K. (2019). A quarta revolução industrial. Edipro.
Shuayto, N. (2013). Management skills desired by business school deans and employers: An empirical investigation. Business Education & Accreditation, 5(2), 93-105.
Sutherland, J. (2016). Scrum: a arte de fazer o dobro do trabalho na metade do tempo. Leya.
Verticchio, N. D. M. (2006). Análise comparativa das habilidades e competências necessárias para o engenheiro na visão da indústria, dos discentes e dos docentes. Belo Horizonte, Brasil.
Wijnands, W., & Stolze, A. (2019). Transforming Education with eduScrum. In Agile and Lean Concepts for Teaching and Learning (pp. 95-114). Springer, Singapore.
World Economic Forum. (2016, January). The future of jobs: Employment, skills and workforce strategy for the fourth industrial revolution. In Global Challenge Insight Report, World Economic Forum, Geneva.
Zabala, A, & Arnau, L. Como aprender e ensinar competências. Tradução de Carlos Henrique Lucas Lima. Porto Alegre: Artmed, 2010. Práxis Educativa, 6(1), 133-134.
CNI, C. D. I. (2016). Indústria 4.0: novo Desafio para a indústria Brasileira. Indicadores CNI, 17, 13.
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with this journal agree to the following terms:
1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2) Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
