Problem-Based Learning in the Brazilian Congress of Engineering Education since 2010 up to 2019: A Systematic Literature Review

Abstract

This article will present a Systematic Literature Review with the objective of showing “What were the articles that presented the active Problem-Based Learning methodology in the period 2010-2019 at the Brazilian Congress of Engineering Education —COBENGE”. COBENGE has been taking place since 1973 with the mission of producing changes in undergraduate and graduate education in Engineering. The period selected for analysis was from 2010 to 2019. In these 10 years of analysis, the years 2013 and 2015 were not counted, as the digital annals are under development as indicated by the website of the Brazilian Association of Education in Engineering—ABENGE. In this way, 4172 papers were presented, 517 articles are related to teaching methodology in engineering, of this total 114 papers are related to the active methodology based on Problem-Based Learning, which was the target of our study. The criteria for the selection of articles were works related to teaching/learning, related to the active Problem-Based Learning methodology of undergraduate courses in Engineering courses. The exclusion of papers was defined by the following criteria: papers destined for postgraduate studies, papers that involve disciplines working in the Distance Education modality, as well as proposals that involve researches with elementary or secondary school students, could not be selected.