A experiência da aplicação da metodologia ativa Team Based Learning aliada à tecnologia no processo de ensino e de aprendizagem

Abstract

This research is linked to the research line Training and Action of the Teaching Profession and Educational Practices of the Postgraduate Program in Education of the University of Western São Paulo, in São Paulo State, Brazil. The question that guided this research was whether the effects of the Team Based Learning (TBL) methodology in the educational processes, supported by the use of the TBL Active software, contribute to learn computer programming in a collaborative environment. The main objective was to analyze how the use of active methodology TBL allied to technology contributes to the process of teaching and learning. The research is justified considering that academic education, commonly focused on the memorization and transmission of information, does not contribute much to the development of some essential elements for the present-day knowledge society, such as proactivity, collaboration, critical thinking, work in team and entrepreneurial vision. Therefore, if educating students with more active attitude is considered to be important, it is essential to use methods that can develop these skills, the so-called active methods. In this context, this research uses the active TBL method as object of analysis, allied to an app developed by the researcher. This quantitative-qualitative intervention research was developed by applying TBL as a learning strategy in the program of Programming Languages and Technologies Desktop I, in the second year of Bachelor´s Degree in Information Systems of a private higher education institution, located in the countryside of São Paulo State, Brazil. Thirteen students and their professor, who also acted as the researcher, were the participants of this study. The data collection phase occurred during six interventions along one semester and used the following techniques: 1. The students answered a questionnaire on skills at the beginning and end of the process; 2. Observations of the professor/researcher throughout the TBL process; 3. Professor/researcher notes in logbooks; 4. Peer evaluation and self-assessment of the students; 5. Questionnaire applied by the professor/researcher to the students in order to understand how the discussion among the peers influences the construction of individual knowledge; 6. Focus group with students and professor/researcher to analyze the process experienced; and 7. Questionnaire regarding the students´ perspective concerning the methodology. The data analysis revealed that the TBL was positively evaluated by the students due to its structure and dynamism, the teams became stronger during the process and all the members were involved. The interactions became more intense and collaborative, with greater accountability of students to the team. The TBL methodology promoted significant learning and developed collaborative work skills, argumentation and prior study abilities. There was great interaction during the discussions in teams, with a greater understanding of concepts and persuasion of colleagues. With TBL, students developed communication activities, which promoted motivation, active learning, and developed teamwork skills, which positively influenced their perceptions of self-efficacy. Practical activities made the learning from the experience possible, with initiative and cooperation as sources of creativity, inserting the student in the center of the process.