A Computational Tool for Supporting Problem-Based Learning in the Teaching-Learning Process

Abstract

The Problem-Based Learning (PBL) is an active teaching methodology developed through self-directed study and group work, with the objective of problem solving. However, using this methodology, some challenges appear in its implementation, for example, the difficulty of monitoring conversations unrelated to the context of the proposed problem, distancing itself from the center of the discussion and committing the learning objectives. Another factor to be considered is the formation of groups, since the methodology does not establish criteria for how to select the teams so that they are distributed in a heterogeneous way. The supervision of accomplishment of the PBL implementation cycle also requires from the facilitator frequent monitoring for the effectiveness of the methodology, representing a task that is difficult to verify, when it refers to the application of the individual or autonomous study. In this sense, this work presents a computational tool to support the PBL, which aims to contemplate the above-mentioned difficulties inherent to the implementation of this methodology and to assist in the teaching-learning process.