Aprendizagem baseada em problemas em disciplinas do curso de graduação em engenharia florestal

Abstract

Problem-Based Learning (PBL) has been adopted in higher education because it fosters the development of technical and socio-emotional competencies, such as creativity, communication, teamwork, and problem-solving. Although it is used in several fields of knowledge, its application in the Agricultural Sciences remains limited. In order to understand how PBL has been received by Forestry Engineering students, this study evaluated student satisfaction over a four-year period in the courses of Forest Entomology and Apiculture offered at the Federal University of Minas Gerais. The study involved the administration of a questionnaire to assess students’ satisfaction, perceptions, and intention to continue using the methodology. In total, were analyzed 68 questionnaires from the Forest Entomology course and 137 from the Apiculture course. The relationship between demographic data and students’ responses was also examined. PBL received high acceptance in both courses. In Forest Entomology, students reported that the methodology contributed to the development of professional and interpersonal skills, particularly teamwork and problem-solving, in addition to fostering greater engagement. Students with high self-esteem showed more positive perceptions of cooperation and greater self-confidence in solving problems compared to those with moderate or low self-esteem. In the Apiculture course, most students also expressed satisfaction with PBL, although many identified group work as a challenge of the methodology. Apiculture students with high self-esteem reported feeling more confident in solving real-world problems after the sessions, more encouraged to give and receive feedback, and, overall, demonstrated greater appreciation for PBL than those with moderate or low self-esteem. Overall, students in both courses believed that PBL promoted active learning and developed competencies that are important for the education of Forestry Engineers, although challenges such as group dynamics and the need for greater autonomy were still perceived. The high level of student satisfaction observed throughout the analyzed period, together with the positive perceptions of the approach, reinforces the potential of PBL as a promising methodology for Forestry Engineering education. The results indicate that student satisfaction is influenced by multiple factors, including the quality and structure of the proposed problems, the stage of academic training, and demographic and psychological aspects. Therefore, the implementation of PBL should not follow a one-size-fits-all model, but rather requires continuous adjustments, close tutorial support, and adaptation to the specific characteristics and diverse profiles of student groups in order to fully realize its educational potential.