Integration of teaching strategies to promote problem-solving skills in engineering programs
DOI:
https://doi.org/10.26507/paper.4303Keywords:
Gamification, Collaborative Learning, Problem SolvingAbstract
The new generations of students enter the higher education system with a strong desire for academic and professional advancement within their families, to make their loved ones proud, and to improve their personal, familial, and social living conditions. However, these aspirations, interests, and expectations often come accompanied by immense uncertainty, fears, and a lack of clarity regarding the professional careers they embark upon, as well as personal and collective perceptions influenced by their family and social environments. These aspects must be professionally addressed through the application of assessments that help identify attitudes, knowledge, skills, and other elements, in such a way that supports student guidance and the design of teaching strategies that strengthen the teaching-learning process and promote students’ retention within the academic system.
In this regard, it is imperative that educators incorporate into their educational practice the phases of analysis, reflection, and interpretation methodological principles of the interpretative paradigm based on Gadamer’s theories in his work “Truth and Method”, supported by a hermeneutical approach. The goal is to ensure a continuous introspection of their actions or classroom practices to improve and secure the appropriation of knowledge and skills by students in a critical and innovative way.
Thus, when educators address and guide educational topics, they must ensure the development of a wide range of strategies such as gamification, collaborative learning, and problem-based learning, among others that align with the needs, expectations, and interests of academic stakeholders. This must be done while respecting pluralism, as emphasized by Garrafa and Osório in their proposal “Epistemology of Bioethics”, fostering the teaching-learning process and ensuring democratic participation in the pedagogical act, thereby affirming social commitment as a social promise.
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