Teaching topography in the architecture and urbanism course by active learning

This article deals with a didactic experiment in the teaching of Topography for students of Architecture and Urbanism using Active Learning strategies. It´s intention is to contribute to the knowledge that can generate improvements to teaching focused on innovation. The objective of the research was...

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Autore principale:	Maziero, Lucia Teresinha Peixe
Natura:	Online
Lingua:	por
Pubblicazione:	Universidade Estadual de Campinas 2018
Accesso online:	https://periodicos.sbu.unicamp.br/ojs/index.php/parc/article/view/8651722
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id	oai:ojs.periodicos.sbu.unicamp.br:article-8651722
record_format	ojs
institution	Universidade Estadual de Campinas
collection	OJS
language	por
format	Online
author	Maziero, Lucia Teresinha Peixe
spellingShingle	Maziero, Lucia Teresinha Peixe Teaching topography in the architecture and urbanism course by active learning
author_facet	Maziero, Lucia Teresinha Peixe
author_sort	Maziero, Lucia Teresinha Peixe
title	Teaching topography in the architecture and urbanism course by active learning
title_short	Teaching topography in the architecture and urbanism course by active learning
title_full	Teaching topography in the architecture and urbanism course by active learning
title_fullStr	Teaching topography in the architecture and urbanism course by active learning
title_full_unstemmed	Teaching topography in the architecture and urbanism course by active learning
title_sort	teaching topography in the architecture and urbanism course by active learning
description	This article deals with a didactic experiment in the teaching of Topography for students of Architecture and Urbanism using Active Learning strategies. It´s intention is to contribute to the knowledge that can generate improvements to teaching focused on innovation. The objective of the research was to analyze the use of different teaching models, such as Project-Based Learning (PjBL), Problem-Based Learning (PBL), Inverted Classroom, Peer Learning, among others, forming a technical panorama and trends that promote. With the application of these models, we aimed to identify the balance between times and demands of actions in education to promote improvements and effective learning. The methodology adopted was the redesign of the subject with a teaching plan that ensures strategies for active learning, directed to the application and to results obtain. Observed, mapped, and analyzed during a semester, the discipline was to verify the proposal. This practice allows divulging positive aspects, improvement aspects, and suggestions for improvement actions in the teaching area, applying different modalities for active learning. It has a focus on meaningful learning in higher cognitive dimensions of concepts, technical procedures, simulation, and terrain modeling in the design concept, without prejudicing the general role of this discipline in the foundation of topography.
publisher	Universidade Estadual de Campinas
publishDate	2018
url	https://periodicos.sbu.unicamp.br/ojs/index.php/parc/article/view/8651722
work_keys_str_mv	AT mazieroluciateresinhapeixe teachingtopographyinthearchitectureandurbanismcoursebyactivelearning AT mazieroluciateresinhapeixe ensinodetopografianocursodearquiteturaeurbanismopormeiodeaprendizagemativa
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spelling	oai:ojs.periodicos.sbu.unicamp.br:article-86517222018-11-21T15:24:42Z Teaching topography in the architecture and urbanism course by active learning Ensino de topografia no curso de arquitetura e urbanismo por meio de aprendizagem ativa Maziero, Lucia Teresinha Peixe Teaching. Active Learning. Topography. Architectural students. Undergraduate. Ensino. Aprendizagem Ativa. Topografia. This article deals with a didactic experiment in the teaching of Topography for students of Architecture and Urbanism using Active Learning strategies. It´s intention is to contribute to the knowledge that can generate improvements to teaching focused on innovation. The objective of the research was to analyze the use of different teaching models, such as Project-Based Learning (PjBL), Problem-Based Learning (PBL), Inverted Classroom, Peer Learning, among others, forming a technical panorama and trends that promote. With the application of these models, we aimed to identify the balance between times and demands of actions in education to promote improvements and effective learning. The methodology adopted was the redesign of the subject with a teaching plan that ensures strategies for active learning, directed to the application and to results obtain. Observed, mapped, and analyzed during a semester, the discipline was to verify the proposal. This practice allows divulging positive aspects, improvement aspects, and suggestions for improvement actions in the teaching area, applying different modalities for active learning. It has a focus on meaningful learning in higher cognitive dimensions of concepts, technical procedures, simulation, and terrain modeling in the design concept, without prejudicing the general role of this discipline in the foundation of topography. Este artigo trata de um experimento didático com o ensino de Topografia para estudantes de Arquitetura e Urbanismo utilizando estratégias de Aprendizagem Ativa. Ele visa contribuir para o conhecimento com o intuito de gerar melhorias ao ensino voltado à inovação. O objetivo da pesquisa foi analisar o uso diferentes modelos de ensino, tais como a Aprendizagem por Projetos (PjBL), a Aprendizagem por Problemas (PBL), a Sala de Aula Invertida, a Aprendizagem pelos Pares, entre outros, formando um panorama de técnicas e tendências que promovam motivação e engajamento dos estudantes no conhecimento contextualizado à realidade profissional. Com a aplicação desses modelos, visou-se identificar o equilíbrio entre tempos e demandas das ações no ensino para promover melhorias e uma aprendizagem efetiva. A metodologia adotada constituiu do redesenho da disciplina com um plano de ensino que assegurasse estratégias para a aprendizagem ativa, direcionado à aplicação e à obtenção de resultados. A disciplina foi observada, mapeada e analisada durante um semestre letivo para verificação da proposta. Essa prática realizada possibilita divulgar aspectos positivos, aspectos a aperfeiçoar e sugestões de ações de melhorias no âmbito do ensino frente a aplicação de diferentes modalidades para a aprendizagem ativa. Ela tem foco na aprendizagem significativa em dimensões cognitivas superiores de conceitos, procedimentos técnicos, simulação e modelagem do terreno na concepção projetual, sem prejudicar o papel geral dessa disciplina na fundamentação que é em topografia. Universidade Estadual de Campinas 2018-09-28 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion teaching experiment Experimento didático. application/pdf https://periodicos.sbu.unicamp.br/ojs/index.php/parc/article/view/8651722 10.20396/parc.v9i3.8651722 PARC Pesquisa em Arquitetura e Construção; Vol. 9 No. 3 (2018): Process technology and building systems; 179-191 PARC Pesquisa em Arquitetura e Construção; Vol. 9 Núm. 3 (2018): Tecnologia de processos e sistemas construtivos; 179-191 PARC Pesquisa em Arquitetura e Construção; v. 9 n. 3 (2018): Tecnologia de processos e sistemas construtivos; 179-191 1980-6809 por https://periodicos.sbu.unicamp.br/ojs/index.php/parc/article/view/8651722/18561 Copyright (c) 2018 PARC Pesquisa em Arquitetura e Construção

Teaching topography in the architecture and urbanism course by active learning

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