Difficulties evidenced in the application of active methodologies in the teaching of Engineering

Abstract

This qualitative research was developed with the objective of investigate the difficulties evidenced by teachers with bachelor's degrees in Engineering, from Civil, Mechanical and Electrical courses. Such courses, when implementing the active methodology "Flipped classroom". In this way, we conducted interviews with eight teachers from Engineering courses, who teach at two institutions of higher education that authorized the data collection. The analysis of the data, coming from the semi-structured questions, was made through categorization and coding of the qualitative data, by means of the perception of teachers, you ask what are the teaching competences that are developed by the active methodology of the Inverted Classroom. I give you discussed referring to "Category 1: Difficulties". The results suggest that there has been resistance to the methodology of the inverted classroom, the part of professors, according to the participants' perceptions for some reason or break with the traditional methodology.

Keywords

• engineering
• flipped classroom
• active methodologies
• learning
• teaching competences