Percorrer por autor "Sena-Esteves, M. Teresa"
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- Beyond Scores: Early Findings on TBL's Impact in Engineering EducationPublication . Sena-Esteves, M. Teresa; Ribeiro, Margarida; Morais, Cristina; Brás-Pereira, Isabel; Guedes, Anabela; Soares, Filomena; Leão, Celina P.; Sena-Esteves, Maria Teresa; Ribeiro, Margarida; Morais, Leonilde Cristina; Pereira, Isabel; Guedes, AnabelaThis paper presents the preliminary findings of an ongoing study investigating the influence of Team-Based Learning (TBL) on the academic performance of engineering students, particularly its impact on their grasp of subject matter and ability to solve real-world problems. Quantitative data analysis explored correlations between students' entry-level academic scores and their performance in a course incorporating TBL. The initial results suggest that there is no significant correlation, indicating that entry scores may not predict success in this TBL-integrated course. The analysis coverages multiple academic years, offering a comprehensive perspective on how trends and outcomes evolve over time. This study contributes to the discourse on effective educational practices in engineering education by examining the potential of TBL to enhance learning outcomes. Given the study's ongoing nature, these findings are provisional but pave the way for more detailed future analyses.
- Revisiting Team-Based Learning in a Fluid Mechanics Module: Enhancing Students’ CompetencesPublication . Sena-Esteves, M. Teresa; Ribeiro, Margarida; Morais, Cristina; Brás-Pereira, Isabel; Guedes, Anabela; Soares, Filomena; Leão, Celina P.; Sena-Esteves, Maria Teresa; Ribeiro, Margarida; Morais, Leonilde Cristina; Pereira, Isabel; Guedes, AnabelaThis study investigates the evolution of students’ perceptions and experiences with Team-Based Learning (TBL) over three academic years (2021/22, 2022/23 and 2023/24) applied to the Fluid Mechanics course’ viscosity module of the second year of a chemical engineering degree, 1st semester. Through questionnaire data and qualitative evaluation, competences acquired and changes in teamwork and critical thinking were analyzed, based on a sample of 151 out of 167 enrolled students. Results reveal a shift in competence emphasis over time, with “Team work” initially prominent but more evenly distributed later. While students increasingly prefer individual study, TBL fosters collaboration and critical thinking. TBL assessment indicates consistency across years, with minor variation. The study underscores TBL’s positive impact on student preparation and professional development.
- Team-based learning to enhance student’ competencies in a fluid mechanics modulePublication . Sena-Esteves, M. Teresa; Ribeiro, Margarida; Morais, Cristina; Brás-Pereira, Isabel; Guedes, Anabela; Soares, Filomena; Leão, Celina P.To graduate students with the necessary qualities, competencies and understanding needed in professional life, Higher Education Institutions should do more than only teach content in a traditional way. Team-Based Learning (TBL) is a small-group-based active learning-teaching strategy which supports the development of essential competencies while controlling course content. In this paper a TBL experience ap plied to the Fluid Mechanics course’ viscosity module of the second year of a chem ical engineering degree, during the 1st semester of 2021/22 academic year, is pre sented. The results were obtained based on a questionnaire answered by 57 of 65 enrolled students. The competencies acquired with TBL methodology identified by students were “Team Work”, “Autonomous work”, “Discussion” and “Communi cation”. On the other side, from the teacher’s point of view, this experience was very gratifying and is to be continued and extended to other course modules. Besides these preliminary results they already show positive tendency in TBL application to enhance engineering students’ competencies.
- The flow of knowledge and level of satisfaction in engineering courses based on students’ perceptionsPublication . Leão, Celina P.; Soares, Filomena; Guedes, Anabela; Sena-Esteves, M. Teresa; Alves, Gustavo R.; Brás-Pereira, Isabel M.; Hausmann, Romeu; Petry, Clovis A.In this chapter, the results of a questionnaire are analyzed to assess engineering students’ satisfaction toward their courses, working conditions, and academic environment, as well as the flow of knowledge perception along the first three curricular years. With a sample of 654 students from four higher education institutions and two countries, the study focused in eleven items, concerning teachers’ involvement perception, student–teacher interaction, course organization, and functioning, and overall satisfaction. Several research hypotheses were con- sidered, and significant correlations were investigated. Results show that students, in average, are satisfied with the course and with student–teacher interaction, but perceive that teachers do not contextualize the contents in a professional perspec- tive. The flow of knowledge is neither clearly understood. Two positive significant correlations exist between: students’ overall satisfaction and their expectations; the way students assess their interaction with teachers and the way they assess teachers’ involvement. No significant differences were found between the two countries.