PROBLEM-BASED LEARNING AND ITS EFFECTS ON ACHIEVEMENT AND ATTITUDE IN SCIENCE AMONG GRADE 8 STUDENTS
DOI:
https://doi.org/10.22600/1518-8795.ienci2023v28n1p97Palavras-chave:
Conquista, Atitude, Aprendizagem baseada em problemas, CiênciaResumo
O estudo usou um projeto de pesquisa quase experimental para investigar os efeitos da aprendizagem baseada em problemas (PBL) na atitude e desempenho em ciências entre alunos da 8ª série em uma escola pública nas Filipinas. Um módulo de aprendizagem baseada em problemas foi desenvolvido usando o modelo ADDIE (Análise, Projeto, Desenvolvimento, Implementação, Avaliação). Foi usado no ensino de ciências. Por outro lado, o Questionário de Atitude em Ciências foi adotado para descrever as atitudes dos alunos dos grupos de controle e experimental. Os dados foram analisados por meio de estatística descritiva. Antes de ensinar ciências usando PBL, os alunos apresentavam atitudes diferentes e tinham um desempenho baixo em termos de pontuação média percentual. Mas após a implementação da instrução PBL, os alunos obtiveram uma atitude positiva em ciências. Eles acham a experiência interessante e desafiadora ao mesmo tempo. A instrução PBL no grupo experimental causou uma melhor compreensão dos tópicos em ciências do que a instrução baseada em palestras. Diante dos resultados, o estudo recomendou técnicas de ensino específicas que serão úteis na aplicação do PBL para desenvolver a atitude e o desempenho dos alunos em ciências, especialmente em uma configuração de aprendizado combinado neste novo normal.Referências
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