Desafio Jovem Engenheiro: um torneio para incentivar o ingresso de estudantes de nível médio em carreiras de exatas
Abstract
Brazil has a deficit of 150,000 engineers but data show that Brazilians prefer humanities. Thus, the country needs to arousing of youth's interest about Science, Technology, Engineering and Maths (STEM). Desafio Jovem Engenheiro (DJE) is an online tournament that was proposed to encourage high school students' applications for courses in the STEM fields. The tournament occurs on a project-based learning approach through the proposition of interesting and fun challenges about engineering concepts. In its second edition, DJE involved 326 Brazilian students of four regions of the country, who have engaged and have collaborated to solve each challenge.
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STELAR. (2012). Projects. Acesso em 28 de 02 de 2016, disponível em STEM LEARNING AND RESEARCH CENTER: http://goo.gl/fyzLoy
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CGI.BR. (2014). TIC KIDS ONLINE BRASIL 2013: Pesquisa sobre o uso da Internet por crianças no Brasil. Comitê Gestor da Internet no Brasil, São Paulo.
Chen, X. e Soldner, M. (2013). STEM Attrition: College Students’ Paths Into and Out of STEM Fields. National Center for Education Statistics, Washington.
CONFEA. (2012). Faltam 150 mil engenheiros no País. Acesso em 04 de 03 de 2016, disponível em CONFEA - Confederação Federal de Engenharia e Agronomia: http://www.confea.org.br/cgi/cgilua.exe/sys/start.htm?infoid=16978&sid=1206
DJE. (2014). Desafio Jovem Engenheiro - Sobre o desafio. (Faculdade de Tecnologia) Fonte: Laboratorio de Informática, Aprendizagem e Gestão: http://www.ft.unicamp.br/liag/wp/jovemengenheiro/
Efstratia, D. (2014). Experiential education through project based learning. Procedia - Social and Behavioral Sciences, 152, 1256 – 1260.
Han, S., Capraro, R. e Capraro, M. M. (2014). How science, technology, engineering,and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently: The impact of student factors on achievement. International Journal of Science and Mathematics Education.
Hong, J.-C., Chen, M.-Y., Wong, A., Hsu, T.-F. e Peng, C.-C. (November de 2012). Developing physics concepts through hands-on problem solving: a perspective on a technological project design. International Journal of Technology and Design Education, 22, 473-487.
INEP. (2013). Censo da Educação Superior 2013. Instituto Nacional de Estudos e Pesquisas Educacionais Anísio Teixeira, Brasília.
Jin, J. C. e Jin, L. (2014). On the relationship between university education and economic growth: the role of professors’ publication. Education Economics, 22, 635- 651.
Korableva, O. e Litun, V. (2014). The potential of transitive economies’ growth based on innovative strategy. WSEAS Transactions on Business and Economics, 11, 725-736.
MDIC. (2014). Balança Comercial Brasileira: Dados consolidados. Ministério do Desenvolvimento, Indústria e Comércio Exterior, Brasília.
Meneses, L., Mai, L., Rosario, J., Oliveira, E., Gomes, R. (2015). IntroComp: Atraindo Alunos do Ensino Médio para uma Instigante Experiência com a Programação. In: Anais do 23º Workshop sobre Educação em Informática (WEI 2015), Recife, PE.
NIED. (s.d.). TelEduc. Acesso em 20 de 02 de 2016, disponível em Núcleo de Informática Aplicada à Educação: http://www.nied.unicamp.br/?q=content/teleduc
NSF. (2014). FUSE Studios: A New, Interest-Driven Model for Engaging Youth In STEM and Career Development Through Challenges and Partnership with Industry. Acesso em 28 de 02 de 2016, disponível em National Science Foundation: http://www.nsf.gov/awardsearch/showAward?AWD_ID=1433724&HistoricalAwards=false
NSF. (2014). Innovative Technology Experiences for Students and Teachers (ITEST) . Acesso em 28 de 02 de 2016, disponível em National Science Foundation: https://www.nsf.gov/funding/pgm_summ.jsp?pims_id=5467&org=DRL
OECD. (s.d.). OECD About. Acesso em 25 de 02 de 2016, disponível em OECD: http://www.oecd.org/about/
Rask, K. (2010). Attrition in STEM fields at a liberal arts college: The importance of grades and pre-collegiate preferences. Economics of Education Review, 29, 892–900.
Sackey, D. J., Nguyen, M. T. e Grabill, J. T. (2015). Constructing learning spaces: What we can learn from studies ofinformal learning online. Computers and Composition, 35, 112–124.
STELAR. (2012). Projects. Acesso em 28 de 02 de 2016, disponível em STEM LEARNING AND RESEARCH CENTER: http://goo.gl/fyzLoy
TELEDUC. (s.d.). Histórico. Acesso em 20 de 02 de 2016, disponível em Teleduc: http://www.teleduc.org.br/?q=historico
Winters, J. V. (2014). STEM graduates, human capital externalities, and wages in the U.S. Regional Science and Urban Economics, 48, 190–198.
Yukawa, T., Iwazaki, T., Ishida, K., Nishigaki, Y., Fukumura, Y., Yamazaki, M. e Miura, H. (2012). Online Collaboration Support Tools for Blended Project-Based Learning on Embedded Software Development — Final Report —. Intelligent Interactive Multimedia: Systems & Services, 14, 419-428.
Published
2016-07-04
How to Cite
VITTI, Poliana; BORGES, Marcos Augusto Francisco.
Desafio Jovem Engenheiro: um torneio para incentivar o ingresso de estudantes de nível médio em carreiras de exatas. In: WORKSHOP ON COMPUTING EDUCATION (WEI), 24. , 2016, Porto Alegre.
Anais [...].
Porto Alegre: Sociedade Brasileira de Computação,
2016
.
p. 2056-2065.
ISSN 2595-6175.
DOI: https://doi.org/10.5753/wei.2016.9649.
