{"id":1015,"date":"2022-08-12T14:50:50","date_gmt":"2022-08-12T16:50:50","guid":{"rendered":"https:\/\/sites.usp.br\/pmg\/?page_id=1015"},"modified":"2023-01-04T11:59:04","modified_gmt":"2023-01-04T13:59:04","slug":"referencias-teoricas","status":"publish","type":"page","link":"https:\/\/sites.usp.br\/pmg\/referencias-teoricas\/","title":{"rendered":"Refer\u00eancias te\u00f3ricas de Din\u00e2micas de Aprendizagem"},"content":{"rendered":"\t\t<div data-elementor-type=\"wp-page\" data-elementor-id=\"1015\" class=\"elementor elementor-1015\" data-elementor-post-type=\"page\">\n\t\t\t\t\t\t<section class=\"elementor-section elementor-top-section elementor-element elementor-element-69c1a50 elementor-section-boxed elementor-section-height-default elementor-section-height-default\" data-id=\"69c1a50\" data-element_type=\"section\">\n\t\t\t\t\t\t<div class=\"elementor-container elementor-column-gap-default\">\n\t\t\t\t\t<div class=\"elementor-column elementor-col-100 elementor-top-column elementor-element elementor-element-13ea70f\" data-id=\"13ea70f\" data-element_type=\"column\">\n\t\t\t<div class=\"elementor-widget-wrap elementor-element-populated\">\n\t\t\t\t\t\t<div class=\"elementor-element elementor-element-7e9526f elementor-tabs-view-horizontal elementor-widget elementor-widget-tabs\" data-id=\"7e9526f\" data-element_type=\"widget\" data-widget_type=\"tabs.default\">\n\t\t\t\t<div class=\"elementor-widget-container\">\n\t\t\t\t\t<div class=\"elementor-tabs\">\n\t\t\t<div class=\"elementor-tabs-wrapper\" role=\"tablist\" >\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1321\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1321\" aria-expanded=\"false\">Aprendizagem ativa<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1322\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1322\" aria-expanded=\"false\">Ensino em Engenharia<\/div>\n\t\t\t\t\t\t\t\t\t<div id=\"elementor-tab-title-1323\" class=\"elementor-tab-title elementor-tab-desktop-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1323\" aria-expanded=\"false\">Taxonomia de Bloom<\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t\t<div class=\"elementor-tabs-content-wrapper\" role=\"tablist\" aria-orientation=\"vertical\">\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"true\" data-tab=\"1\" role=\"tab\" tabindex=\"0\" aria-controls=\"elementor-tab-content-1321\" aria-expanded=\"false\">Aprendizagem ativa<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1321\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"1\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1321\" tabindex=\"0\" hidden=\"false\"><p><a href=\"https:\/\/doi.org\/10.1007\/s10639-021-10630-z\">Md Abdullah Al Mamun, Md Abul Kalam Azad, Md Abdullah Al Mamun and Michael Boyle, 2022. <strong>Review of flipped learning in engineering education: Scientific mapping and research horizon<\/strong>. Education and Information Technologies, v.\u00a027, p. 1261\u20131286.<\/a><\/p><p><a href=\"https:\/\/blueprintlabs.mit.edu\/research\/effects-of-the-flipped-classroom-evidence-from-a-randomized-trial\/#:~:text=We%20conduct%20a%20randomized%20controlled,male%2C%20and%20higher%20achieving%20students.\">Elizabeth Setren, Kyle Greenberg, Oliver Moore and Michael Yankovich, 2019. <strong>Effects of the Flipped Classroom: Evidence from a Randomized Trial<\/strong>. Blueprint Labs, 36 p.<\/a><\/p><p><a href=\"https:\/\/doi.org\/10.20343\/teachlearninqu.5.1.7\">Martin Jenkins, Rena Bokosmaty, Melanie Brown, Chris Browne, Qi Gao, Julie Hanson, and Ketevan Kupatadze, 2017. <strong>Enhancing the Design and Analysis of Flipped Learning Strategies<\/strong>. Teaching and Learning Inquiry, v. 5, n. 1, p. 65-77.<\/a><\/p><p><a href=\"https:\/\/www.sciencedirect.com\/science\/article\/pii\/S0360131517300039?via%3Dihub\">Ngoc Thuy Thi Thai, Bram De Wever and Martin Valcke. <strong>The impact of a flipped classroom design on learning performance in higher education: Looking for the best \u201cblend\u201d of lectures and guiding questions with feedback<\/strong>. Computers &amp; Education, v. 107, p. 113-126.<\/a><\/p><p><a href=\"https:\/\/www.jld.edu.au\/article\/view\/281.html\">Richard David Coyne, John Lee and Denitsa Petrova, 2017. <strong>Re-visiting the flipped classroom in a design context<\/strong>. Journal of Learning Design, v. 10, n. 2, 13 p.\u00a0<\/a><\/p><p><a href=\"https:\/\/abeq.org.br\/revista-brasileira-de-engenharia-quimica\/\">Samuel Jorge M. Cartaxo, 2017. <strong>Artigo de Opini\u00e3o: A Obsolesc\u00eancia<\/strong>, <em>In:<\/em> Uma Engenharia Qu\u00edmica 4.0. Revista Brasileira de Engenharia Qu\u00edmica, v. 33, n. 1, ISSN 0102-9843, p. 22-26.<\/a><\/p><p><a href=\"https:\/\/www.jstor.org\/stable\/jeductechsoci.20.1.292#metadata_info_tab_contents\">Yanjie Song and Manu Kapur, 2017. <strong>How to Flip the Classroom \u2013 \u201cProductive Failure or Traditional Flipped Classroom\u201d <\/strong><strong>Pedagogical Design?<\/strong>. Educational Technology &amp; Society, v. 20, n.1 , p. 292\u2013305.<\/a><\/p><p><a href=\"https:\/\/doi.org\/10.1002\/j.2168-9830.2004.tb00809.x\">Michael Prince, 2013. <strong>Does Active Learning Work? A Review of the Research. <\/strong>Journal of Engineering Education, v. 93, n. 3, p. 223-231.<\/a><\/p><p><a href=\"https:\/\/www.engr.ncsu.edu\/wp-content\/uploads\/drive\/1XaOo9WCKcMq6-fTcQGidOT2SDGqg70l5\/2009-ALpaper(ASQ).pdf\">Richard M. Felder and Rebecca Brent , 2009. <strong>Active Learning: An Introduction<\/strong>. ASQ Higher Education Brief, v. 2, n. 4, p. 1-5<\/a>.<\/p><p><a href=\"http:\/\/www.jstor.org\/stable\/40214287\">Alice Y. Kolb and David A. Kolb, 2005. <strong>Learning Styles and Learning Spaces: Enhancing Experiential Learning in Higher Education.<\/strong> Academy of Management Learning &amp; Education, JSTOR, v. 4, n. 2, p. 193\u2013212.<\/a><\/p><p><a href=\"https:\/\/doi.org\/10.1021\/ed073p832\">Richard M. Felder, 1996. <strong>Active-Inductive-Cooperative Learning: An Instructional Model for Chemistry<\/strong>. Journal of Chemical Education.<span class=\"cit-volume\">, v. 73<\/span><span class=\"cit-issue\">, n. 9<\/span><span class=\"cit-pageRange\">, p. 832-836.<\/span><\/a><\/p><\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"2\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1322\" aria-expanded=\"false\">Ensino em Engenharia<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1322\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"2\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1322\" tabindex=\"0\" hidden=\"hidden\"><p><a href=\"https:\/\/doi.org\/10.1111\/1541-4329.12219\">Richard M. Felder, 2021.<strong> STEM education: A tale of two paradigms.<\/strong> J Food Science Education, v. 20, p. 8-15.<\/a><\/p><p><a href=\"https:\/\/loja.editoradialetica.com\/humanidades\/a-contribuicao-do-pensamento-do-design-na-formacao-em-engenharia-o-espaco-do-fab-lab-como-experiencia-transversal\"><em><strong>Livro:<\/strong><\/em> Claudia A. Facca, 2020. <strong>A contribui\u00e7\u00e3o do pensamento do Design na forma\u00e7\u00e3o em Engenharia: O espa\u00e7o FAB LAB como experi\u00eancia transversal<\/strong>. Editora Dial\u00e9tica, 304p.<\/a><\/p><p><a href=\"https:\/\/advances.asee.org\/active-student-engagement-in-online-stem-classes-approaches-and-recommendations\/\">Michael Prince, Richard M. Felder and Rebecca Brent, 2020. <strong>Active Student Engagement in Online STEM Classes: Approaches and Recommendations<\/strong>. Advances in Engineering Education, Fall, v. 8, n. 4, p. 1-25.<\/a><\/p><p><a href=\"https:\/\/doi.org\/10.1016\/j.futures.2018.02.004\">F\u00e1tima Monteiro, Carlinda Leite and Cristina Rocha, 2019. <strong>Ethical education as a pillar of the future role of higher education: Analysing its presence in the curricula of engineering courses<\/strong>. Futures, v. 111, p .168-180.<\/a><\/p><p><a href=\"https:\/\/doi.org\/10.1016\/j.compchemeng.2019.03.036\">Ian T. Cameron, Sebastian Engell, Christos Georgakis, Norbert Asprion, Dominique Bonvin, Furong Gao, Dimitrios I. Gerogiorgis, Ignacio E. Grossmann, Sandro Macchietto, Heinz A. Preisig, Brent R. Young, 2019. <strong>Education in Process Systems Engineering: Why it matters more than ever and how it can be structured<\/strong>. Computers &amp; Chemical Engineering, v. 126, p. 102-112.<\/a><\/p><p><a href=\"https:\/\/jwel.mit.edu\/assets\/document\/global-state-art-engineering-education\"><em><strong>Livro:<\/strong><\/em> R. Graham, 2018. <strong>The global state of the art in Engineering Education<\/strong>, MIT Report, 170p.<\/a><\/p><p><a href=\"https:\/\/europa.eu\/capacity4dev\/file\/69206\/download?token=r_65VVK_\"><em><strong>Livro<\/strong><\/em>: A. Leicht, J. Heiss and W. J. Byun (eds), 2018. Issues and Trends in Education for Sustainable Development Unesco.<\/a><\/p><p><a href=\"https:\/\/www.jstem.org\/jstem\/index.php\/JSTEM\/article\/download\/2140\/1789\/7071\"><em><strong>Review do livro:<\/strong><\/em> <strong>Teaching and Learning STEM: A Practical Guide<\/strong> by Dr. Richard Felder and Dr. Rebecca Brent, 2016.<\/a><\/p><p><a href=\"https:\/\/link.springer.com\/book\/10.1007\/978-0-387-38290-6\"><em><strong>Livro<\/strong>:<\/em> Edward F. Crawley, Johan Malmqvist, S\u00f6ren \u00d6stlund and Doris R. Brodeur, 2007. <strong>Rethinking Engineering Education: The CDIO Approach<\/strong>. Springer, ISBN 978-0-387-38287-6, 1st ed, 300 p.\u00a0<\/a><\/p><p><a href=\"http:\/\/www.cdio.org\/knowledge-library\/documents\/cdio-chemical-engineering-education-0\">M. Vigild, M. May, K. Clement, 2007.\u00a0 <strong>CDIO in Chemical Engineering Education<\/strong>. Proceedings of the 3rd International CDIO Conference, MIT, USA, v. 8, 8 p.<\/a><\/p><p><a href=\"https:\/\/doi.org\/10.1016\/S0098-1354(01)00746-3\">John Perkins, 2002. <strong>Education in process systems engineering: past, present and future<\/strong>. Computers &amp; Chemical Engineering, v. 26, p. 283-293.<\/a><\/p><p><a href=\"https:\/\/journals.flvc.org\/cee\/article\/view\/123077\"><span class=\"name\">Donald R. Woods<\/span>, <span class=\"name\">Richard M. Felder<\/span>, <span class=\"name\">Armando Rugarcia<\/span>, <span class=\"name\">James E. Stice, <\/span>2000. <strong>The future of engineering education III. Developing critical skills<\/strong>. Chemical Engineering Education. v. 34, n. 2, p. 108-117.<\/a><\/p><\/div>\n\t\t\t\t\t\t\t\t\t<div class=\"elementor-tab-title elementor-tab-mobile-title\" aria-selected=\"false\" data-tab=\"3\" role=\"tab\" tabindex=\"-1\" aria-controls=\"elementor-tab-content-1323\" aria-expanded=\"false\">Taxonomia de Bloom<\/div>\n\t\t\t\t\t<div id=\"elementor-tab-content-1323\" class=\"elementor-tab-content elementor-clearfix\" data-tab=\"3\" role=\"tabpanel\" aria-labelledby=\"elementor-tab-title-1323\" tabindex=\"0\" hidden=\"hidden\"><p><a href=\"http:\/\/www.jstor.org\/stable\/42926529\">Jack Conklin, 2005. <strong>Review of A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom\u2019s Taxonomy of Educational Objectives<\/strong>. Educational Horizons, JSTOR, 83, 3, 154\u2013159.<\/a><\/p><\/div>\n\t\t\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/div>\n\t\t\t\t\t<\/div>\n\t\t<\/section>\n\t\t\t\t<\/div>\n\t\t","protected":false},"excerpt":{"rendered":"<p>Aprendizagem ativa Ensino em Engenharia Taxonomia de Bloom Aprendizagem ativa Md Abdullah Al Mamun, Md Abul Kalam Azad, Md Abdullah Al Mamun and Michael Boyle, 2022. Review of flipped learning in engineering education: Scientific mapping and research horizon. Education and Information Technologies, v.\u00a027, p. 1261\u20131286. Elizabeth Setren, Kyle Greenberg, Oliver Moore and Michael Yankovich, 2019. [&hellip;]<\/p>\n","protected":false},"author":22917,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"closed","template":"","meta":{"_monsterinsights_skip_tracking":false,"_monsterinsights_sitenote_active":false,"_monsterinsights_sitenote_note":"","_monsterinsights_sitenote_category":0,"footnotes":"","_links_to":"","_links_to_target":""},"class_list":["post-1015","page","type-page","status-publish","hentry","entry"],"_links":{"self":[{"href":"https:\/\/sites.usp.br\/pmg\/wp-json\/wp\/v2\/pages\/1015","targetHints":{"allow":["GET"]}}],"collection":[{"href":"https:\/\/sites.usp.br\/pmg\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/sites.usp.br\/pmg\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/sites.usp.br\/pmg\/wp-json\/wp\/v2\/users\/22917"}],"replies":[{"embeddable":true,"href":"https:\/\/sites.usp.br\/pmg\/wp-json\/wp\/v2\/comments?post=1015"}],"version-history":[{"count":4,"href":"https:\/\/sites.usp.br\/pmg\/wp-json\/wp\/v2\/pages\/1015\/revisions"}],"predecessor-version":[{"id":1533,"href":"https:\/\/sites.usp.br\/pmg\/wp-json\/wp\/v2\/pages\/1015\/revisions\/1533"}],"wp:attachment":[{"href":"https:\/\/sites.usp.br\/pmg\/wp-json\/wp\/v2\/media?parent=1015"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}