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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.
- 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.
- 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.
- Caso de estudo: aplicação de técnicas de aprendizagem ativa no ensino da Matemática de um CTESP em PBLPublication . Justino, Júlia; Rafael, SilvianoO presente artigo decorre de um estudo realizado à aplicação da metodologia cen-trada no aluno de uma nova unidade curricular de matemática desagregada do ambiente de aprendizagem por projetos de um novo curso técnico superior profis-sional no ensino superior. Salientam-se os principais objetivos gerais pretendidos e indicam-se as técnicas pedagógicas que se consideraram adequadas para serem aplicadas neste contexto. O estudo segue uma abordagem quantitativa, baseada em inquéritos e complementada por ações típicas de abordagem qualitativa. São refe-ridos alguns aspetos relativos à atitude dos alunos, individualmente e em grupo, antes da aplicação da metodologia e depois da aplicação das técnicas pedagógicas referidas. Apresenta-se o método de avaliação e a forma como foi utilizado. São apresentados e discutidos os resultados do desempenho escolar onde se destaca uma taxa de sucesso de 81%.