Dividing small groups into problem-based learning tutorials: an experience report

Abstract

This article aims to provide a critical and reflective account of the experience of the pedagogical support service at the Christus University Center - Unichristus, during the implementation of the heterogeneous division of tutorial groups by personality traits, in the active methodology, Problem-Based Learning (PBL). Method: This is a descriptive experience report of a study carried out at a private higher education institution in Fortaleza. The participants were 12 teachers who acted as tutors and 120 students who were new to the PBL methodology. The activity was systematized into three moments: application of the QUATI psychological typology test to the students, classification of the students into extroversion and introversion attitudes, division of the tutorial groups into similar proportions of introverted and extroverted students. The educational action involved training the teachers in group dynamics, revealing the personalities of their respective students and a round table discussion after the end of the semester. Results: the heterogeneous division of groups and teacher training led to an improvement in the management of tutorial groups. Conclusion: the experience showed that the tutors' prior knowledge of the personality traits of the tutorial group members and their heterogeneous formation can contribute to improving the teaching-learning process in PBL, especially with regard to looking at existing personalities individually.