Innovating forest science education through problem-based learning: Insights from a public university in Brazil

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MetadadosDescriçãoIdioma
Autor(es): dc.contributorUniversity of Minnesota – Twin Cities-
Autor(es): dc.contributorUniversidade Estadual Paulista (UNESP)-
Autor(es): dc.contributorFederal Rural University of Pernambuco-
Autor(es): dc.contributorUniversidade de São Paulo (USP)-
Autor(es): dc.creatorLucena, Luiza-
Autor(es): dc.creatorRobeson, Audrey-
Autor(es): dc.creatorFalcão, Cassiano José Lages Marinho-
Autor(es): dc.creatorPaulina, Lorena-
Autor(es): dc.creatorSantana, Ana Clara-
Autor(es): dc.creatorHakamada, Rodrigo-
Data de aceite: dc.date.accessioned2025-08-21T23:47:53Z-
Data de disponibilização: dc.date.available2025-08-21T23:47:53Z-
Data de envio: dc.date.issued2025-04-29-
Data de envio: dc.date.issued2025-05-01-
Fonte completa do material: dc.identifierhttp://dx.doi.org/10.1016/j.forpol.2025.103476-
Fonte completa do material: dc.identifierhttps://hdl.handle.net/11449/305765-
Fonte: dc.identifier.urihttp://educapes.capes.gov.br/handle/11449/305765-
Descrição: dc.descriptionThe evolving market's demand for forest science professionals with dynamic skills and interdisciplinary knowledge calls for an urgent and renewed look at forest science education methods to produce professionals ready to tackle ‘real world’ challenges and climate change issues. Integrating problem-based learning (PBL) in forest science education offers a promising avenue to align the current demand for dynamic forest science professionals and teaching approaches in forest science programs. However, while PBL has been extensively studied in various educational settings, limited research studies document its application in forest sciences education, particularly in the context of Brazilian public universities. This study explores the perceived learning outcomes of a group of forest engineering students exposed to PBL and the challenges associated with implementing it in a public university in Brazil. We developed a survey to assess the perceived learning outcomes of 32 students exposed to the PBL methodology. The survey instrument comprised nine questions designed to measure students' self-assessment of learning outcomes. Overall, we found that students reported the development of skills in field experience, technical knowledge, teamwork, communication, interpersonal relationship, and more. The findings from this study highlight the potential of PBL in forest science education and provide insights into how this approach can better prepare students to become dynamic forest science professionals.-
Descrição: dc.descriptionDepartment of Forest Resources University of Minnesota – Twin Cities, 1530 Cleveland Ave N.-
Descrição: dc.descriptionDepartment of Forest Science São Paulo State University, SP-
Descrição: dc.descriptionDepartment of Forest Science Federal Rural University of Pernambuco, PE-
Descrição: dc.descriptionDepartment of Forest Sciences University of São Paulo Escola Superior de Agricultura Luiz de Queiroz (ESALQ), SP-
Descrição: dc.descriptionDepartment of Forest Science São Paulo State University, SP-
Idioma: dc.languageen-
Relação: dc.relationForest Policy and Economics-
???dc.source???: dc.sourceScopus-
Palavras-chave: dc.subjectEducation-
Palavras-chave: dc.subjectForest science-
Palavras-chave: dc.subjectLearning outcomes-
Palavras-chave: dc.subjectProblem-based learning (PBL)-
Palavras-chave: dc.subjectProfessional development-
Palavras-chave: dc.subjectSTEM-
Título: dc.titleInnovating forest science education through problem-based learning: Insights from a public university in Brazil-
Tipo de arquivo: dc.typelivro digital-
Aparece nas coleções:Repositório Institucional - Unesp

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