The development of learning outcomes through the PjBL: a planned decision in four professional disciplines
DOI:
https://doi.org/10.14244/198271993539Keywords:
Project-based learning (PjBL), Active learning methodologies, Contextual teaching, Backward design.Abstract
This article aims to report the use of PjBL (Project-Based Learning) as a learning process as the guiding methodology in the teaching disciplines (1st period) of the course in Technology in Gastronomy, Dairy Technology (7th Period) of the course of Food Engineering, Cultivation and Therapeutics (5th Period) of the Biotechnology and Phytochemistry and Phytotherapy course (7th Period) of the Pharmacy course. They are presented as teaching actions through the learning that led the students to the research of two products, an idea, and research for the production of a scientific article. The PjBL was structured from a creation project, time formation, such as pre-established data tasks and results analysis. The projects of the four disciplines were divided into four stages, which took place from February 22 to June 27. The motivation and engagement of students during the activities were fundamental factors in learning the contents of learning and development of transversal skills, living up to the fact that elementary education was a process of teaching and learning to make an entry between the content acquired and the classroom and the reality lived by the students, besides enhancing and empowering skills and know-how: autonomy, reflection and group work.
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