TEAM BASED LEARNING: CONTRIBUTIONS OF THE METHODOLOGY IN THE PERSPECTIVE OF THE SIGNIFICANT LEARNING THEORY SIGNIFICANT LEARNING

Abstract

This research aimed to analyze how the active method Team Based Learning (TBL) can contribute to a more meaningful learning in students, enabling the understanding of meanings and triggering behavioral changes to act in different situations. The research of qualitative approach of intervention type was developed with application of TBL as a learning strategy in the discipline of Languages and Technologies of Programming Desktop I, of the second year of the course of Bachelor in Systems of Information of a private institution of higher education. The participants in this study were thirteen students and the teacher, who also acted as a researcher. The survey and data collection phase took place during six interventions over a semester and the following instruments were used: questionnaires, observations, logbooks, assessments and focus groups in categories. The procedures for data analysis made use of content analysis, which emerged four categories based on the findings, namely, 1. Prior knowledge; 2. Potentially significant material; 3. Student interest or willingness to learn and 4. Meaningful concept learning. The results showed that the tasks in TBL – previous study, team discussion and problem solving – facilitated the construction of conceptual knowledge. In this process, teaching was student-centered and based on the progressive construction of knowledge, meaningful learning became more evident, in which new information connected to the students' subsumers.