IPS - ESTS – DMAT - Capítulos em livros
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- The importance of the expansion of the pedagogical alignment in mathematics educationPublication . Justino, Júlia; Rafael, Silviano; SilvianoWhen preparing a mathematics’ course unit of an engineering degree, the teacher usually builds a training structure which only supports contents, learning outcomes and assessment. But this is not enough to provide guidance and reflection to the teacher about the learning activities to be implemented nor the learning itself. The pedagogical resource presented in this paper is the expansion of the training structure to all educational elements needed for the implementation of the student-centered approach, which contains the teaching and learning activities set for each learning objective, the active learning techniques to be applied, the didactic resources needed, the types of assessment to be used and the duration of each learning objective to be achieved, in addition to the contents, learning outcomes and assessment established for the course unit. This detailed planning allows to structure the whole teaching-learning process of the course unit, considering the available timeframe, the application environment, the students’ competences to be exercised and the teacher’s pedagogical skills. An example of the application of the expansion of the pedagogical alignment is given within the context of a mathematics’ course unit of a degree in Technology and Industrial Management, linking the syllabus, the learning objectives, the teaching-learning activities for each topic, the didactic resources structured on an IT platform and the method of evaluation. It is clear in this example that the application of the expansion of the pedagogical alignment fostered the increase of the success rate and the reduction of the dropout rate of the mathematics’ course unit.
- Designing a pedagogical framework for transnational trainingPublication . Justino, Júlia; Rafael, Silviano; Lucas, SusanaThis paper presents the pedagogical framework designed to be implemented in an engineering transnational pilot training composed of eight training courses, taught in five different higher educational institutions across four European countries. The major unifying role played by the pedagogical framework between the various courses’ leaders, imposing the necessary discipline to integrate and align all the different training courses into the same transnational training project, is described.
- Which pathway towards mathematics’ assessment in engineering education?Publication . Justino, Júlia; Rafael, SilvianoIn Portuguese engineering education it is frequent to come across teachers expressing that the student-centered approach doesn’t work out after changing their assessment method to include more evaluation elements in one academic year in which the success rate remains the same. This paper intends to show how the implementation of a suitable assessment method, constructively aligned with the learning outcomes and the learning activities of the course unit, represents a step to foster the change from the teacher-centered approach to the student-centered approach, improving the students’ academic performance. This changeover is particularly relevant for teachers of cross-cutting scientific areas of technology or engineering degrees like mathematics who present passive resistance to this change.
- How to Overcome the Difficulties Emerged When Applying Student-Centered Approach?Publication . Justino, Júlia; Rafael, SilvianoThis paper presents the difficulties, and solutions, emerged during the implementation of the student-centered approach in a mathematics’ course unit of a higher technological course in a Portuguese polytechnic by a teacher that only had as training reference the traditional teacher-centered approach. Taking into account the objectives of the course unit, the application of a new pedagogical approach is not easy, since it requires a progressive mindset and the teacher’s willingness to constant reflection and adjustment on the new peda- gogical structure developed to deal with the difficulties emerged in terms of the objectives and curricula of the educational institution, from the teacher’s point of view, from the students’ point of view and also from the points of view of the educational environment and pedagogical culture. The application of a peda- gogical structure to support the teaching activities and the related active learning techniques in the classroom was established in order to integrate the mathe- matics’ course unit into project-based learning, which was the active learning technique applied in all other course units. Also, the active learning techniques chosen intended to boost the students’ soft skills, thereby enhancing the stu- dents’ academic performance.
- Flipped classroom as a mathematics learning space for part-time studentsPublication . Justino, Júlia; Rafael, SilvianoThis paper presents a study developed in the implementation of flipped learning approach in a Mathematics course unit of an evening higher education degree, mostly attended by student workers. The pedagogical model based on flipped learning combined with active learning techniques, which complements the acquisition of mathematical scientific skills with autonomy, teamwork, mutual help and critical thinking, is described. Outcomes of the implementation of this pedagogical model are also presented and discussed.
- Enhancing Collaborative Learning Through Pedagogical AlignmentPublication . Justino, Júlia; Rafael, Silvianohis paper presents a study conducted on a mathematics’ course unit where the learner-centred approach was implemented. The study follows a quantitative approach based on surveys, complemented by typical actions of qualitative approach. The pedagogical structure developed is based on the constructive alignment between the objectives, the learning activities and the assessment. A pedagogical strategy with emphasis on the application of the collaborative working group and a comparative study of the outcomes achieved over the academic years of 2017–18 and 2018–19, pointing out some relevant aspects experienced by students, are presented.
- Teaching Mathematics in Tertiary Education Through Collaborative WorkPublication . Justino, Júlia; Rafael, Silviano
- A Discussion on the Role of Decision Support in a Location Analysis Case StudyPublication . Clímaco, João; Fernandes, Sérgio; Captivo, Maria EugéniaIn this paper, we discuss a case study regarding transfer stations siting in a Solid Waste Management System, building a multi-criteria model potentially adequate to the involvement of multiple actors. A Decision Support System (DSS), named SABILOC ([1]), integrating an Interactive Bi-objective Integer Programming Module and a Multi-attribute Module is used. The last module allows an a posteriori more detailed analysis of the solutions selected during the first module. Furthermore, the DSS includes meaningful graphical tools and integrates a Geographic Information System (GIS).