Abstract:

In this paper, we explore the Problem-Based Learning (PBL) active methodology in the Industrial Engineering Program. We present and discuss the use of this methodology during the years of 2014 and 2015, as well as its effectiveness, when developing specific professional skills, and as an educational motivational tool. The proposal was to bring real-world problems to the classroom, letting the students get involved with the scenarios and working on ways to propose a solution.

In 2014 we formed a partnership with the Tecnogran Revestimentos company, which allowed our fourth-year students to analyze their flooring production line. The aim was to indicate improvements concerning cost and effectiveness in the presented processes. For students, the primary objective was to develop solutions that could be implemented in the company, with the motivation to have professional experience in their curriculum.

In 2015 the work was carried out with Porcelanas Bordignon, but this time with the participation of second, third and fourth-year students. The professors divided the topics into quality control development, with the second-year students; development improvement of productive processes, with third and fourth-year students. Porcelanas Bordignon developed its operations in the same way for generations. The analysis by our students helped in the development of solutions aiming at the optimization of their production line and in the quality improvement of their processes. At the end of this study, Porcelanas Bordignon adopted two suggestions of our students.

The responsible professors understood the idea of this experiment and adopted it as a teaching methodology, not just as an extra class work. Professors participation was a preponderant factor to obtain the excellent results we observed during those years. They acted as motivators and guides to our students, leading them to achieve functional solutions. Final analysis of these experiments showed that student motivation and the development of competencies were appreciably improved.

As the PBL methodology became usual in our program, it has been possible to notice significant improvements not only in the development of the students, concerning their abilities and skills, but also in the development of our professors when using this methodology. Furthermore, the results obtained helped to elevate the concept of our program, which today is considered, by the Brazilian Government, one of the best programs in Southern Brazil and the best in the State of Paraná.

Keywords:

Problem-based learning, PBL, active learning, Industrial Engineering.