Metodologias ágeis na aprendizagem colaborativa baseada em projetos

Abstract

Acquiring skills like communication and commitment is challenging. Recent studies from the literature show that when Agile Methodologies (AMs) are applied, there are benefits for these skills. Studies show that participants’ learning gains and satisfaction can be maximized by forming groups. In this dissertation, we conceptualize and assess the Formation of High-Performance Groups (FHPG) to apply AMs in Project-Based Collaborative Learning (CPBL) scenarios, which, based on the factors and individual characteristics of the participants, seek to maximize the group performance. We conceptualized the FHPG for applying AMs in CPBL scenarios through a literature review and concept maps. A systematic literature review was conducted to identify how the factors and individual characteristics of students are used in group formation and the application of AMs in CPBL scenarios. The results were: the formation of heterogeneous groups as the method most used; the level of knowledge of the participants being the individual characteristics more often considered; and the scrum method, being the most applied AMs. Based on these results, a quasi-experimental study was carried out in a private school in Maceió - Alagoas, with 44 participants from a public school, named São José, in the discipline of Natural Sciences, with students aged from 11 (eleven) to 14 (years old). The learning contente was Biodiversity, and the project was the elaboration of a seminar as the artifact developed by the students for 2 (two) months. The results of the empirical study pointed out that, in CPBL scenarios, FHPG was more effective in terms of learning gains than FGO (Formation of Optimized Groups) and FGA (Formation of Random Groups). Team member satisfaction in CPBL scenarios was also better than in FGO and FGA. It was also observed that there was a benefit in the students’ communication skills and commitment. Although these results were all positive, there was no statistically significant difference, whereby the benefits of FHPG cannot be generalized to the population and context employed in the empirical study.