| dc.description.abstract | This research aims to project, from the Strategic Design perspective, scenarios for the experience of engagement in physical teaching and learning environments in higher education, especially at the undergraduate level. In this way, in methodological terms, this research focuses on a qualitative investigation of a single case study at the Computer Science Course at Universidade do Vale do Rio dos Sinos (UNISINOS). As a direct source of data, on-site interviews were conducted with professors of the university, direct observations of curricular activity periods and self-completed form distributed to students and teachers. Secondary data were also collected through websites and institutional documents, among others. Similarly, the Blue Sky Survey was integrated to data collection, stimulating creative thinking. The analysis of the empirical field allowed to understand the engagement experience of students and teachers with the physical environment of classroom, being able to point out that the main behaviors in classroom replicate a culture of knowledge dissemination from the teacher, suggesting classic learning environments, with the predominance of knowledge construction from the perspective of a discourse for many, thereby compromising the effectiveness of the engagement experience. Therefore, aiming at enhancing the experience of classroom engagement, scenarios were designed during the project activity “Workshop for Learning Experience”, which was attended by an interdisciplinary staff, which gathered relevant knowledge to the project. The analysis of the four scenarios allowed to identify that a physical environment only becomes a
facilitating element of teaching and learning process as it connects to a flexible and creative political pedagogical project that stimulates engagement experiences. From these findings, it is possible to affirm the link between the physical structure of a teaching and learning environment and the student's engagement in the learning construction process. | en |
