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C. Pinto1, J.M. Mendonça2, L. Babo3

1Polytechnic of Porto, School of Engineering / University of Porto, Centre for Mathematics (PORTUGAL)
2Polytechnic of Porto, School of Engineering (PORTUGAL)
3Polytechnic of Porto (P.Porto) / ISCAP and CEOS.PP (PORTUGAL)
The purpose of this paper is to analyse and to summarize the state-of-the-art of the publications related to active-learning (AL) techniques in the period of 2015-2019. We focus preferentially in the application of these novel and active teaching methodologies in Engineering Education. As coordinators of the Erasmus+ project DrIVE-MATH which is devoted to the development of new teaching practices in Math courses for Engineering degrees, this study arose naturally as we started implementing these technics and obtaining positive feedback from our students.

AL is described as an approach to instruction that engages actively the students with the course materials, promoting discussions, problem-solving, case-studies, role plays, among other strategies. AL challenges students with real-life and imaginary scenarios, encouraging higher-order thinking. It shifts the responsibility of learning from the instructor to the student. Nevertheless, the instructor guidance is still pivotal in an AL environment.

This scoping review is underpinned by the five-stage framework Arksey and O'Malley and the process of article selection followed the PRISMA flow diagram. We used the google scholar search service, with the words “active-learning engineering education”, founding 25600 papers in the period above. The performed descriptive statistical analysis reveals an increasing trend, with more teachers and researchers devoted to this theme. We hope that our contribution will inspire and support other colleagues to include AL techniques in their teaching practices.