A contribuição de laboratórios maker e aprendizagem baseada em projetos para a promoção da aprendizagem significativa no ensino médio

Abstract

Brazilian students' performance indicators in science, including those from Mato Grosso do Sul, fall short of the established goals. Consequently, several governmental measures have been implemented to enhance the quality of education, such as introducing new technologies, including mobile robotics kits, science laboratories, maker labs, and computer rooms equipped with internet access and computers. However, the mere availability of these tools does not guarantee improved teaching and learning quality. It is crucial to gain a more profound understanding of how students learn and how to use technological resources efficiently so that they can become active participants in their learning and achieve meaningful learning outcomes. In this context, this dissertation aimed to investigate how a maker laboratory, incorporating a Project-Based Learning (PBL) approach, can contribute to meaningful learning for high school students. The research applied a participatory methodology, in which the researcher actively engaged in students' activities and collaborated to understand the problems under investigation. Data collection included the researcher’s notes, individual notebooks kept by each student, and audio and video recordings of the sessions. David Ausubel's theory of meaningful learning provided the theoretical foundation, while PBL was employed as an instructional methodology involving problem-solving or the creation of real products through an active and collaborative learning process. The proposal was for students to engage in this framework to develop skills conducive to meaningful learning. Data analysis was conducted using thematic analysis, with Zabala's typology of content serving as pre-established themes. The analysis revealed that PBL can foster meaningful learning by involving students in collaborative and engaging activities, encouraging them to connect new knowledge with their prior understanding. The combination of PBL with the structure of a maker laboratory appeared to create a stimulating and supportive environment for students.