Project-based learning in the discipline waste treatment and environment: A case study

Abstract

The present work aims to evaluate the contributions of Project-Based Learning (BPL) in the context of Higher Education in Chemistry (UFES), in the discipline Solid Waste Treatment and Environment. This teaching methodology enables students to engage in collaborative work, encouraging the sharing of ideas, knowledge and skills for the elaboration of artifacts, enabling them to make decisions and solve problems. The educational proposal involved students in the research process aimed at transforming iron ore tailings into a product that can be used in other processes. The results show that the use of ABP teaching methodology in an Environmental Education (EE) perspective motivated the students to seek solutions based on the scientific knowledge acquired not only in the discipline, but throughout the course. Involving students with problems present in their daily lives drives them and brings incredible results, showing the potential they have, and contribute to their performance as future professionals.