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- 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.
- 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.
- The Expansion of Pedagogical Alignment: A Step for the Learning SuccessPublication . Justino, Júlia; Rafael, SilvianoThe adaptation of higher education institutions to the changing needs of employers and society demands critical and creative ability in the elaboration of new curricula. The implementation of these new curricula requires a change in methodology to the learner-centered approach that is not easy at first and requires a deeper reflective and analytical attitude from the teacher. How it starts and how should be applied is a recurring issue at conferences and is the subject of this paper. The first step consists of building the training structure to be implemented, been usual to build a structure which supports contents, learning outcomes and assessment methodology. But this is not sufficiently comprehensive to provide guidance and reflection to the teacher about the learning activities to be implemented nor the learning itself, even with the support of an IT tool to maintain the focus and establish the development phases of the pedagogical structure. The new feature presented in this paper is the expansion of the training structure to all educational elements needed for the implementation of the student-centered approach. An example is given within the context of a course unit of a short-cycle tertiary educational programme (2 years – 180 ECTS), providing the syllabus planning, the learning outcomes setting, linking them with their ground level of cognition, the teaching-learning activities setting for each specific content, the resources to students allocation and/or creation, structuring them on an IT platform, the pedagogical strategies setting and the evaluation method definition. This planning allows to structure the whole teaching-learning process of the course unit, considering the available timeframe, the application environment or context, the students’ competences to exercise and the teacher’s pedagogical skills.
- Critical thinking focus applied on student-centered approachPublication . Justino, Júlia; Rafael, SilvianoThe implementation of the student-centered approach in the classroom allowed the design of active didactic spaces for learning and the exercise of potential critical thinking, besides the technical and scientific objectives. This paper presents the pedagogical techniques applied to trigger the integration of the routine of thinking critically on the thematic issues of a course unit. The reasoning method used to exercise the potential critical thinking and observe the students’ change of attitude is also presented.
- Why is it so difficult to apply student-centered approach?Publication . Rafael, Silviano; Justino, JúliaIt is common to think about generational differences. However, it is rare for the teaching-learning process to adapt to the characteristics of new generation students that currently attend courses in higher education. Despite the Bologna directives proposing student-centered approach for the new generation curricu lums, this implementation process is still far from complete. This paper presents the pedagogical methodologies most applied in a Portuguese higher educational institution of engineering and the difficulties in implementing the student-centered approach from the institutional point of view and from the teacher’s point of view. Also, possible solutions are proposed for the different points of view, giving the reasoning for the application of the student-centered approach.