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- W3019222502 abstract "The basis of knowledge for teachers teaching of the problem-based learning method (PBL) Resumo O artigo apresenta resultados de pesquisa que investigou os conhecimentos profissionais que fundamentam a base de conhecimento para o ensino de professores-tutores do curso de Engenharia de Computacao de uma universidade publica do Estado da Bahia. Com efeito, o objetivo geral consiste em analisar a consolidacao do conhecimento pedagogico e do conhecimento pedagogico do conteudo, sistematizados teoricamente por Lee Shulman (2014), que integram a base de conhecimento para o ensino dos participantes como subsidio para atuacao docente em sessoes tutoriais do metodo Problem Based Learning (PBL). Os dados foram coletados mediante um caso de ensino e analisados mediante a tecnica de analise de conteudo (BARDIN, 1977). Os resultados indicam que o conhecimento pedagogico do conteudo se consolida na atuacao dos tutores por meio de questionamentos e problematizacoes no processo de mediacao didatica juntos aos discentes com o intuito de favorecer a apropriacao de dominios conceituais relacionados aos conteudos especificos abordados em sessoes tutoriais, alem da utilizacao de materiais e problemas adaptados aos seus niveis cognitivos. No tocante ao conhecimento pedagogico, foi possivel constatar fragilidades em dominios teoricos e conceituais sobre tal aspecto. Palavras-chave: Base de conhecimento para o ensino; Professores-tutores; Problem Based Learning. Abstract The paper presents research results that investigated the professional knowledge that underlies the knowledge base for the teaching of teacher-tutors of the Computer Engineering course of a public university from the state of Bahia. In fact, the general objective is to analyze the consolidation of pedagogical knowledge and pedagogical knowledge of content, systematized theoretically by Lee Shulman (2014), which integrate the knowledge base for the teaching of participants as a subsidy for teaching in tutorial sessions of the Problem Based Learning (PBL) method. The data were collected through a teaching case and analyzed using the technique of content analysis (BARDIN, 1977). The results indicate that the pedagogical knowledge of the content is consolidated in the role of the tutors by using questioning and problematizations in the didactic mediation process together with the students to favor the appropriation of conceptual domains related to the specific contents addressed in tutorial sessions, besides the use of materials and problems adapted to their cognitive levels. With regard to pedagogical knowledge, it was possible to verify weaknesses in theoretical and conceptual domains on this aspect. Keywords: Knowledge base for teaching; Teacher-tutors; Problem Based Learning." @default.
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- W3019222502 date "2020-03-29" @default.
- W3019222502 modified "2023-09-23" @default.
- W3019222502 title "A base de conhecimento para a docência de tutores do método problem-based learning (PBL)" @default.
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