Case study: active learning methodology approach in corrosion and science practices
DOI:
https://doi.org/10.17648/rsd-v4i3.67Keywords:
Active learning methodology; Experimental practice; Corrosion; ChemistryAbstract
The study evaluates a survey conducted on the last day of the course with 118 students of the last year of two undergraduate engineering courses in Brazil, it was 86 students of the 4th year (8th level or period) of the metallurgical engineering course and 32 students of the 3rd year (6th level) of course materials engineering, to teaching students how to use and interpret polarization curves for predictive and preventive action of corrosion and its chemical mechanisms. The time period was from February 2012 to December 2013 in just three semesters (no summer school). During the time which an educational institution holds classes was required all students to read content before and during class and then work in groups to complete problems and answer conceptual questions and practical pertaining to the material they read. Teachers spent class time answering students’ questions. These students’ post course ratings on the respondents specify their level of agreement or disagreement on a symmetric agree-disagree scale for a series of attitudes and skills competence statements using a Likert-type scale. The results indicated that the students experiencing using an active learning methodology had more confidence in their ability to perform and interpret chemical corrosion mechanisms. Additionally, these students’ attitude scores were positively. In some cases, as shown by the student experience survey, assessing students' attitudes can be an effective solution to these methodological discuss the various methodological problems faced by classroom researchers and suggest that, in some problems. Conclusions are made on ways to overcome or minimize the problems based on difficulty in learning and its chemical corrosion mechanisms through an active learning methodology approach.
References
BORGES, M. C. et al. Aprendizado baseado em problemas. Medicina (Ribeirão Preto), v. 47, n.3, p.301-307, 2014.
COLL, C., MARCHESI, Á.; PALACIOS, J. Desenvolvimento Psicológico e Educação-Vol. 2: Psicologia da Educação Escolar. Penso Editora, 2016.
DUARTE, N. Individualidade, conhecimento e linguagem na concepção dialética de desenvolvimento em Vigotski. Fórum Linguístico, v. 13, n. 4, p. 1559-1571, 2017.
ESTRELA, C. Metodologia científica: ciência, ensino e pesquisa. Porto Alegre: Artes Médicas, 2005.
FONSECA, C.V.; SANTOS, F. M. T. Educação em química, formação e trabalho docente: revisão de pesquisas brasileiras (2002-2015)/Chemistry Education, Teacher Education and Teaching Work: Brazilian research review (2002-2015). Investigações em Ensino de Ciências, v. 21, n. 2, p. 179, 2016.
GENTIL, V. Corrosão. 6.ed. Rio de Janeiro: Editora LTC, 2011.
HUSSEIN, A. The use of triangulation in social sciences research: Can qualitative and quantitative methods be combined?. Journal of Comparative Social Work, v. 4, n. 1, 2015.
IBRAHIM-DIDI, K. et al. Embodied Strategies in the Teaching and Learning of Science. In Quality Teaching in Primary Science Education. Springer International Publishing, p. 181-221, 2017.
LOBO, S. F.; MORADILLO, E. F. Epistemologia e a formação docente em Química. Química Nova na Escola, v. 17, p.39-41, 2003.
LUDKE, M.; ANDRE, M. E. D. A. Pesquisa em educação: abordagens qualitativas. 2ed. S.P.: Editora Pedagógica Universitária, 2013.
MARTORANO, S. A. A. As concepções de ciência dos livros didáticos de química, dirigidos ao ensino médio, no tratamento da cinética química no período de 1929 a 2004. Investigações em ensino de Ciências, v. 14, n. 3, p. 341-355, 2016.
MATIAS, C. P. P.. Pedagogia da autonomia: saberes necessários à prática educativa. Criar Educação, v. 5, n. 2, 2016..
MERÇON, F.; GUIMARÃES, P. I. C.; MAINIER, F. B. Corrosão: um exemplo usual de fenômeno químico. Química Nova na Escola, n. 19, p. 11-14, maio 2004.
MÜLLER, I. Tendências atuais de educação matemática. Revista de Ensino, Educação e Ciências Humanas, v. 1, n. 1, 2015.
NACE Standard SP0775 (formally RP 0775) – Preparation, Installation, Analysis, and Interpretation of Corrosion Coupons in Oilfield Operations. Houston: NACE International: Standard Recommended Practice, 2013.
NARDI, R. Memórias da educação em ciências no Brasil: a pesquisa em ensino de física. Investigações em Ensino de Ciências, v. 10, n. 1, p. 63-101, 2016.
PARKER, R. H. An Introduction to Chemical Metallurgy: International Series on Materials Science and Technology. Elsevier, 2016.
PERRENOUD, P. Dez novas competências para ensinar, Editora Artmed: Porto Alegre, 2000.
PINHEIRO, M. M.; SIMÕES, D. Constructing Knowledge: An Experience of Active and Collaborative Learning in ICT Classrooms. Procedia - Social and Behavioral Sciences, v. 64, n. 9, p. 392-401, 2012.
POLYDORO, S. A. J. et al. Uso de instrumentos de avaliação na produção científica envolvendo universitários brasileiros. Avaliação Psicológica, v. 15, n. SPE, p. 45-55, 2016.
POPOV, B. N. Corrosion engineering: principles and solved problems. Elsevier, 2015.
RONDINI, C. A. et al. Critical Reading of Statistical Procedures Applied to the Field of Psychology. Avances en Psicología Latinoamericana, v. 34, n. 3, p. 605-613, 2016.
ROSO, C. C. et al. Thematic curriculum based on freire-sts: engagement of physics teachers in initial training. Ensaio pesquisa em educação em ciências (belo horizonte), v. 17, n. 2, p. 372-389, 2015.
SANGIOGO, F. A.; MARQUES, C. A. A não transparência de imagens no ensino e na aprendizagem de Química: as especificidades nos modos de ver, pensar e agir/The nontransparency of images in the teaching and learning of Chemistry: the specificities in the ways of perceiving, thinking and acting. Investigações em Ensino de Ciências, v. 20, n. 2, p. 57, 2015.
SCHORN, S. C.. Contribuições de Henri Wallon para o entendimento da constituição da estrutura psicológica humana no contexto histórico-cultural: primeiras leituras sobre a questão das emoções. Salão do Conhecimento, v. 1, n. 1, 2015.
TEIXEIRA, R. L. P.; TEIXEIRA, C. H. S. B. Um modelo de Construção do conhecimento através da prática investigativa de corrosão//Constructive and investigative knowledge production in corrosion science practices. Research, Society and Development, v. 4 n. 1, p. 38-44, 2017.
VARELA, F.; YONGJUN TAN, M.; FORSYTH, M. An overview of major methods for inspecting and monitoring external corrosion of on-shore transportation pipelines. Corrosion Engineering, Science and Technology, v. 50, n. 3, p. 226-235, 2015.
VIEIRA, K. M.; DALMORO, M. Dilemas na construção de escalas tipo Likert: o número de itens e a disposição influenciam nos resultados? In: XXII Encontro da ANPAD. Rio de Janeiro, 2008.
WHITE, P. J. et al. Adopting an active learning approach to teaching in a research-intensive higher education context transformed staff teaching attitudes and behaviours. Higher Education Research & Development, v. 35, n. 3, p. 619-633, 2016.
YIN, R. K. Estudo de Caso-: Planejamento e Métodos. Bookman editora, 2015.
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.