Using Group Drawings Activities to Facilitate the Understanding of the Systemic Aspects of Projects

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dc.contributor.authorVINICIUS PICANÇO RODRIGUES
dc.contributor.authorAmaral, João Alberto Arantes do
dc.contributor.authorHess, Aurélio
dc.contributor.authorGonçalves, Paulo
dc.coverage.paisNão Informadopt_BR
dc.creatorAmaral, João Alberto Arantes do
dc.creatorHess, Aurélio
dc.creatorGonçalves, Paulo
dc.date.accessioned2022-10-21T19:30:14Z
dc.date.available2022-10-21T19:30:14Z
dc.date.issued2017
dc.description.notesTexto Completopt_BR
dc.description.otherIn this article, we present our findings regarding promoting group drawing activities in order to facilitate the learning of systemic aspects of projects. We discuss the approach we used to engage the students and foster learning in our classes. We used group drawing activities in two project management undergraduate courses. The courses, which involved 41 students, took place during the second semester of 2016 in a public university in Brazil. We conducted qualitative research, using qualitative observation and focus group interviews. In order to gauge the effects of the use of this educational technique, we followed the five-phased qualitative analysis method, combined with a systems analysis of the data obtained from observation. Five recurrent themes emerged: 1) Making drawings in groups helps content retention and facilitates connections between the concepts explained by the professor; 2) Making drawings in groups promotes knowledge sharing among team members; 3) Making drawings in group fosters creativity and communication between students; 4) Drawing in groups reduces the students’ boredom, makes the lecture more dynamic and interesting; 5) Drawing in groups reinforces bonds between students. Our systems analysis suggests that group drawing improves student participation in classroom activities, strengthens bonds between students, and enhances learning.pt_BR
dc.format.extentp. 3-22pt_BR
dc.format.mediumDigitalpt_BR
dc.identifier.doihttps://doi.org/10.12973/iji.2017.1021apt_BR
dc.identifier.issn1308-1470pt_BR
dc.identifier.issn1694-609xpt_BR
dc.identifier.issue2pt_BR
dc.identifier.urihttps://repositorio.insper.edu.br/handle/11224/4381
dc.identifier.volume10pt_BR
dc.language.isoInglêspt_BR
dc.publisherGate Association for Teaching and Education (GATE)pt_BR
dc.relation.ispartofInternational Journal of Instructionpt_BR
dc.rights.licenseO INSPER E ESTE REPOSITÓRIO NÃO DETÊM OS DIREITOS DE USO E REPRODUÇÃO DOS CONTEÚDOS AQUI REGISTRADOS. É RESPONSABILIDADE DO USUÁRIO VERIFICAR OS USOS PERMITIDOS NA FONTE ORIGINAL, RESPEITANDO-SE OS DIREITOS DE AUTOR OU EDITOR.pt_BR
dc.subject.keywordsgroup drawingpt_BR
dc.subject.keywordssystems thinkingpt_BR
dc.subject.keywordslearningpt_BR
dc.subject.keywordsproject managementpt_BR
dc.subject.keywordsproject-based learningpt_BR
dc.titleUsing Group Drawings Activities to Facilitate the Understanding of the Systemic Aspects of Projectspt_BR
dc.typejournal article
dspace.entity.typePublication
local.identifier.sourceUrihttps://www.e-iji.net/dosyalar/iji_2017_2_1.pdf
local.subject.cnpqMultidisciplinarpt_BR
local.typeArtigo Científicopt_BR
relation.isAuthorOfPublication5aef7c74-9d60-4936-a1ee-429b4b71fd6d
relation.isAuthorOfPublication.latestForDiscovery5aef7c74-9d60-4936-a1ee-429b4b71fd6d
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