Sistemática metacognitiva de educação em engenharia
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Data
2018-12-17
Autores
Almeida, Benedito Manoel de [UNESP]
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Editor
Universidade Estadual Paulista (Unesp)
Resumo
Este trabalho tem como objeto de estudo a educação em engenharia. A questão a ser respondida pela pesquisa é: como compor uma sistemática metacognitiva, que possa subsidiar o planejamento de ensino de disciplina do curso de Engenharia de Produção? O referencial teórico seguido compreende temas sobre teoria da aprendizagem, fundamentos da aprendizagem significativa, ferramentas da qualidade e métodos de tomada de decisão multicriteriada. O método proposto inclui três ferramentas: Quality Function Deployment (QFD), Analytic Hierarchy Process (AHP) e o diagrama de Kano, sustentadas por um conjunto de teorias de aprendizagem. Os objetivos desta análise estão diretamente relacionados a cada um dos elementos que compõem o método, ou seja, conhecer os elementos pedagógicos de forma priorizada por grau de aplicabilidade, segundo alunos, professores e gestores, além de conhecer os possíveis temas a serem trabalhados em práticas ativas e a classificação de atributos a serem integrados no planejamento de ensino da disciplina delimitada. Um teste do modelo proposto pelo autor foi feito na disciplina de Pesquisa Operacional de um curso de Engenharia de Produção de uma instituição de ensino superior, localizada no Vale do Paraíba. O método QFD permitiu priorizar por grau de aplicabilidade, habilidades, atitudes, conhecimentos e métodos ativos, enquanto o método AHP possibilitou, de forma multicriteriada, a escolha dos possíveis temas de práticas a serem utilizadas de forma ativa, e o método Kano classificou os atributos, permitindo calcular o grau de satisfação e insatisfação quanto ao uso de elementos apurados através da aplicação da sistemática.
The research work has as object of study the education in engineering. The question to be answered by the research is: how to compose a systematic metacognitive, that can subsidize the planning of discipline teaching of the course of Production Engineering? The theoretical framework followed includes topics on learning theory, fundamentals of meaningful learning, quality tools and multicriteria decision-making methods. The proposed method is a set of three elements: Quality Function Deployment, QFD, Analytic Hierarchy Process, AHP and the Kano diagram, supported by a set of learning theories. The objectives of this analysis are directly related to each of the elements that compose the method, that is, to know the pedagogical elements in a prioritized way by degree of applicability, according to students, teachers and managers, in addition to knowing the possible themes to be worked on active practices and the classification of attributes to be integrated in the planning of teaching of the delimited discipline. A test of the model proposed by the author was made in the discipline Research Operational of the course of Production Engineering of a higher education institution, located in Vale do Paraíba. The QFD method allowed prioritizing by degree of applicability, skills, attitudes, knowledge and active methods, while the AHP method made possible, in a multicriteria way, the choice of possible practical themes to be actively used, and the Kano ranked attributes, allowing to calculate the degree of satisfaction and dissatisfaction about the use of elements calculated by applying the systematic.
The research work has as object of study the education in engineering. The question to be answered by the research is: how to compose a systematic metacognitive, that can subsidize the planning of discipline teaching of the course of Production Engineering? The theoretical framework followed includes topics on learning theory, fundamentals of meaningful learning, quality tools and multicriteria decision-making methods. The proposed method is a set of three elements: Quality Function Deployment, QFD, Analytic Hierarchy Process, AHP and the Kano diagram, supported by a set of learning theories. The objectives of this analysis are directly related to each of the elements that compose the method, that is, to know the pedagogical elements in a prioritized way by degree of applicability, according to students, teachers and managers, in addition to knowing the possible themes to be worked on active practices and the classification of attributes to be integrated in the planning of teaching of the delimited discipline. A test of the model proposed by the author was made in the discipline Research Operational of the course of Production Engineering of a higher education institution, located in Vale do Paraíba. The QFD method allowed prioritizing by degree of applicability, skills, attitudes, knowledge and active methods, while the AHP method made possible, in a multicriteria way, the choice of possible practical themes to be actively used, and the Kano ranked attributes, allowing to calculate the degree of satisfaction and dissatisfaction about the use of elements calculated by applying the systematic.
Descrição
Palavras-chave
Ensino Participativo, Inovação de Ensino, Metacognição, Engenharia – Estudo e ensino, Processo decisório, Engineering teaching, Participatory teaching, Teaching innovation, Metacognition, Ensino de engenharia