scholarly journals Educação financeira fundamentada na aprendizagem baseada em problemas: praticando o consumo consciente no ensino fundamental / Financial education grounded in problem-based learning: practicing conscious consumption in elementary school

2021 ◽  
Vol 7 (11) ◽  
pp. 109800-109805
Author(s):  
Yasmin Mascarenhas Da Silva
2021 ◽  
Vol 7 (1) ◽  
pp. 51
Author(s):  
Fatkhul Arifin ◽  
Tri Anjani Ashari ◽  
Fauzan Fauzan

This study aims to determine the influence of the Problem Based Learning (PBL) learning model on the overall mathematics learning in several scientific journals at the basic education level "at the basic education level. The method used is meta-analysis, namely a descriptive narrative review or systematic review by analyzing the results. The results of research that have been published nationally relating to the influence of the Problem Based Learning (PBL) learning model on elementary school students' mathematics learning The sample in this study is a random sampling technique with a total of thirteen journal articles that have been published nationally in Indonesia with a span of years. 2014-2020 at the basic education level which discusses the writing of experiments on the effect of the Problem Based Learning (PBL) learning model in elementary school students' Mathematics learning. The instrument used is a coding data sheet that summarizes the data. and journal information. Based on the analysis of the overall effect value, the average value of the influence is 0.416, which means that it is in the large effect category. The findings of the analysis also show that the problem-based learning model has an influence on Mathematics learning in basic education. This shows the conclusion that the-pl problem based learning model is more effective in learning mathematics compared to the conventional learning model in this study


2020 ◽  
Vol 21 (3) ◽  
pp. 244-249
Author(s):  
Katia Alexandra de Godoi e Silva ◽  
Anelisa Kisielewski Esteves ◽  
Crys Michelly Vieira de Oliveira Dutra ◽  
Alisandra Cavalvante de Almeida ◽  
Flaviana dos Santos Silva

ResumoEste estudo foi desenvolvido com base em projeto aprovado no Programa de Iniciação Científica (PIBIC-Jr), da Fundação de Apoio ao Desenvolvimento do Ensino, Ciência e Tecnologia/Conselho Nacional de Desenvolvimento Científico e Tecnológico/Secretaria de Estado de Educação de Mato Grosso do Sul (Fundect/CNPq/SED-MS), 06/2019, intitulado “Aprendizagem Baseada em Problema e Alfabetização Científica: convergências criativas e colaborativas na investigação científica com crianças dos anos iniciais do Ensino Fundamental”, que se está desenvolvendo em uma escola pública municipal de Ensino Fundamental, em tempo integral, em Mato Grosso do Sul. Para o recorte deste estudo se objetiva analisar o panorama das pesquisas sobre a Aprendizagem Baseada em Problema (ABP), mais especificamente, no Ensino Fundamental, entre os anos de 2018 e 2020. No intuito de atingir tal objetivo se apropria da revisão sistemática de literatura, que é um processo de pesquisa baseada em evidências da produção científica, conduzida por meio de protocolos; nesse percurso, é imprescindível registrar todas as etapas de pesquisa. De modo geral, os resultados desse estudo inicial possibilitaram entender quais são as principais abordagens encontradas na literatura das pesquisas com ABP; o motivo e a finalidade de utilizar a ABP em determinado contexto; quais os resultados encontrados, a partir do seu emprego; quais as principais referências relacionadas à temática; quais as convergências e divergências entre essas abordagens; assim como o desenvolvimento e contexto de sua utilização no Ensino Fundamental. Palavras-chave: Aprendizagem Baseada em Problemas. Ensino Fundamental. Educação Científica. AbstractThis study was developed based on a project approved in the Scientific Initiation Program (PIBIC-Jr), of Fundação de Apoio ao Desenvolvimento do Ensino, Ciência e Tecnologia/ Conselho Nacional de Desenvolvimento Científico e Tecnológico/Secretaria de Estado de Educação de Mato Grosso do Sul (Fundect/CNPq/SED-MS), 06/2019, entitled “Problem-Based Learning and Scientific Literacy: creative and collaborative convergences in scientific research with children in the early years of elementary school”, which is being developed in a full time public school of municipal education system, in Mato Grosso do Sul. For the purpose of this study, it was aimed to analyze the research panorama on Problem-Based Learning (PBL), more specifically, in Elementary School, between the years 2018 and 2020. In order to achieve this goal, the systematic literature review have been appropriated, which is a research process based on evidence of scientific production, conducted through protocols; along this path, it is essential to record all the research stages. In general, the results of this initial study made it possible to understand what the main approaches found in the literature on research with PBL are; the reason and purpose of using PBL in a given context; what results were found from their employment; which the main references related to the theme are; what the convergences and divergences between these approaches are; as well as the development and context of its use in Elementary School. Keywords: Problem-Based Learning. Elementary School. Science Education.


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