Sofia Morgado, L. Leite, L. Dourado, C. Fernandes, Eleutério Silva
{"title":"以问题为导向的学习与传统教学:以“物质与能量转化”为重点的研究","authors":"Sofia Morgado, L. Leite, L. Dourado, C. Fernandes, Eleutério Silva","doi":"10.1590/1983-21172016180204","DOIUrl":null,"url":null,"abstract":"Teaching for Problem-Based Learning is a teaching approach centred in students that enables learning new information by solving problems. This paper aims at comparing the contribution of Teaching for Problem-Based Learning according to a transdisciplinary approach, compared to a traditional teaching approach in what concerns students' learning on the theme 'Matter and Energy Transformations'. Data collected through a science knowledge test suggest that the experimental group performed better (presented less incomplete answers) than the control group did regarding high demanding cognitive questions. Even though this type of results was expected, follow up studies are needed in order to test the consistency of the result obtained.","PeriodicalId":56253,"journal":{"name":"Ensaio Pesquisa em Educacao em Ciencias","volume":"18 1","pages":"73-98"},"PeriodicalIF":0.0000,"publicationDate":"2016-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"ENSINO ORIENTADO PARA A APRENDIZAGEM BASEADA NA RESOLUÇÃO DE PROBLEMAS E ENSINO TRADICIONAL: UM ESTUDO CENTRADO EM \\\"TRANSFORMAÇÃO DE MATÉRIA E DE ENERGIA\\\"\",\"authors\":\"Sofia Morgado, L. Leite, L. Dourado, C. Fernandes, Eleutério Silva\",\"doi\":\"10.1590/1983-21172016180204\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Teaching for Problem-Based Learning is a teaching approach centred in students that enables learning new information by solving problems. This paper aims at comparing the contribution of Teaching for Problem-Based Learning according to a transdisciplinary approach, compared to a traditional teaching approach in what concerns students' learning on the theme 'Matter and Energy Transformations'. Data collected through a science knowledge test suggest that the experimental group performed better (presented less incomplete answers) than the control group did regarding high demanding cognitive questions. Even though this type of results was expected, follow up studies are needed in order to test the consistency of the result obtained.\",\"PeriodicalId\":56253,\"journal\":{\"name\":\"Ensaio Pesquisa em Educacao em Ciencias\",\"volume\":\"18 1\",\"pages\":\"73-98\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2016-07-21\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Ensaio Pesquisa em Educacao em Ciencias\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1590/1983-21172016180204\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Ensaio Pesquisa em Educacao em Ciencias","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1590/1983-21172016180204","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
ENSINO ORIENTADO PARA A APRENDIZAGEM BASEADA NA RESOLUÇÃO DE PROBLEMAS E ENSINO TRADICIONAL: UM ESTUDO CENTRADO EM "TRANSFORMAÇÃO DE MATÉRIA E DE ENERGIA"
Teaching for Problem-Based Learning is a teaching approach centred in students that enables learning new information by solving problems. This paper aims at comparing the contribution of Teaching for Problem-Based Learning according to a transdisciplinary approach, compared to a traditional teaching approach in what concerns students' learning on the theme 'Matter and Energy Transformations'. Data collected through a science knowledge test suggest that the experimental group performed better (presented less incomplete answers) than the control group did regarding high demanding cognitive questions. Even though this type of results was expected, follow up studies are needed in order to test the consistency of the result obtained.