Class dissatisfaction and intelligibility of PBL

Abstract

In the context of changing strategies, many teachers are challenged to leave their teaching models and switch to others that bring concepts and principles that often do not meet the previous model in teaching. This change is not trivial, because at the slightest sign of weakness in the new model, there is a tendency to return to the previous model experienced for a long time and even if it proves unsatisfactory, it is a safe haven for the teacher. In this work, data regarding satisfaction with previous teaching models and the intelligibility of teachers about new teaching models that provide for the use of projects will be presented. This is a complement to the work previously presented at PAEE. The teachers' previous conception of a model to structure the PBL will be raised based on data obtained in two stages from a questionnaire conducted with different groups of teachers. The results indicate that the basic principles of PBL are known and understood by teachers, though the same give it a peculiar structure, changing the order of the steps in relation to the standard models of PBL. Teachers also realize the advantage of using PBL, that is, there is the belief that the use of this strategy can contribute to learning. At the same time, there is resistance to the use of these strategies, which may be associated with the doubt that new models can be positive to promote learning.