Please use this identifier to cite or link to this item: http://hdl.handle.net/1822/66992

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dc.contributor.authorAlves, Anabela Carvalhopor
dc.contributor.authorMoreira, Franciscopor
dc.contributor.authorCarvalho, M. Alicepor
dc.contributor.authorOliveira, Sérgio Manuel Costapor
dc.contributor.authorMalheiro, M. Teresapor
dc.contributor.authorBrito, Irenepor
dc.contributor.authorLeão, Celina Pintopor
dc.contributor.authorTeixeira, S. F. C. F.por
dc.date.accessioned2020-09-16T16:04:58Z-
dc.date.available2020-09-16T16:04:58Z-
dc.date.issued2019-
dc.identifier.citationAlves, A. C., Moreira, F., Carvalho, M. A., Oliveira, S., Malheiro, M. T., Brito, I., Leão, C. P., &Teixeira, S. (2019). Integrating Science, Technology, Engineering and Mathematics contents through PBL in an Industrial Engineering and Management first year program. Production, 29, e20180111. https://doi.org/10.1590/0103-6513.20180111por
dc.identifier.issn0103-6513-
dc.identifier.urihttp://hdl.handle.net/1822/66992-
dc.description.abstractPaper aims: This paper presents teachers and students perspectives of integration Science, Technology, Engineering and Mathematics (STEM) courses contents into the first year of Industrial Engineering and Management (IEM) program through Project-Based Learning (PBL). Originality: These perspectives provide strategies that IEM teachers could use to challenge students to apply STEM contents to design a product and its production system by developing a semester interdisciplinary project. Research method: Grounded on project deliveries and an on-line questionnaire, the teachers and students' work and perceptions were analysed in order to understand and to evaluate the effectiveness of such strategies. Main findings: Results pointed out a general satisfaction of the teachers with the way teams integrate the STEM contents to design the production system and the product and students proud of their projects. Implications for theory and practice: PBL is recognized as an active learning methodology that engages students in their own learning process and allows them to realize the relevance of all courses and the role of each to design a product/production system. Nevertheless, is fundamental a good knowledge of the PBL process to achieve this.por
dc.description.sponsorshipThis work has been supported by FCT – Fundação para a Ciência e Tecnologia within the Project Scope: UID/CEC/00319/2019por
dc.language.isoengpor
dc.publisherAssociação Brasileira de Engenharia de Produção (ABEPRO)por
dc.relationUID/CEC/00319/2019por
dc.rightsopenAccesspor
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/por
dc.subjectActive and student-centred learning methodologiespor
dc.subjectIndustrial engineering and managementpor
dc.subjectPBLpor
dc.subjectSTEMpor
dc.titleIntegrating Science, Technology, Engineering and Mathematics contents through PBL in an Industrial Engineering and Management first year programpor
dc.typearticlepor
dc.peerreviewedyespor
dc.relation.publisherversionhttps://www.scielo.br/scielo.php?script=sci_arttext&pid=S0103-65132019000100209&tlng=enpor
oaire.citationVolume29por
dc.date.updated2020-08-29T18:30:31Z-
dc.identifier.doi10.1590/0103-6513.20180111por
dc.subject.fosCiências Naturais::Ciências da Computação e da Informaçãopor
sdum.export.identifier6046-
sdum.journalProduçãopor
oaire.versionVoRpor
Appears in Collections:CAlg - Artigos em revistas internacionais/Papers in international journals
CMAT - Artigos em revistas com arbitragem / Papers in peer review journals
CDQuim - Artigos (Papers)

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