Purpose

The purpose of this paper is to implement and evaluate active learning strategies to support engineering students in the development of research competences, contributing to the growing need for a closer relationship between research and teaching.

Design/methodology/approach

This study was developed using an action research approach. The data were collected through observations, questionnaire and focus group in order to evaluate the active learning strategies used in the context of the study, based on students' perceptions.

Findings

The results show that the implementation of active learning strategies, such as research-based learning and think-pair-share enhance the development of research competences, namely critical thinking and written communication. Additionally, this approach enables students to develop further their capstone projects, using the standards demanded in research process.

Research limitations/implications

The study was based mainly on teacher's observation and the participants are undergraduate engineering students enrolled in the course “Scientific Methodology” during 1 academic year.

Practical implications

Two levels of implications can be identified in this study: (1) for teachers' practice, who can adapt the step-by-step descriptions of the implemented approaches and (2) for research, contributing to the discussion about how to explore the teaching-research relationship in undergraduate courses.

Originality/value

The course of “Scientific Methodology” is part of the curricular structure of most undergraduate engineering programs offered by Brazilian Higher Education Institutions, and this study is a contribution for the improvement of knowledge on how this course may be conducted in an effective and engaging way.

中文翻译：

---

在工程教育中培养研究能力的主动学习策略

目的

本文的目的是实施和评估主动学习策略，以支持工科学生发展研究能力，从而满足日益增长的对研究与教学之间更密切关系的需求。

设计/方法/方法

这项研究是使用行动研究方法开发的。这些数据是通过观察、问卷调查和焦点小组收集的，以便根据学生的看法评估在研究背景下使用的主动学习策略。

发现

结果表明，主动学习策略的实施，例如基于研究的学习和思考对分享，促进了研究能力的发展，即批判性思维和书面交流。此外，这种方法使学生能够使用研究过程中要求的标准进一步开发他们的顶点项目。

研究限制/影响

该研究主要基于教师的观察，参与者是在 1 学年就读“科学方法论”课程的本科工科学生。

实际影响

本研究可以确定两个层面的影响：（1）对于教师的实践，谁可以调整所实施方法的逐步描述；（2）对于研究，有助于讨论如何探索教学-本科课程中的研究关系。

原创性/价值

“科学方法论”课程是巴西高等教育机构提供的大多数本科工程课程的课程结构的一部分，这项研究有助于提高有关如何以有效和引人入胜的方式进行该课程的知识。