Silva et al. (2016)

PBL was applied in the revolution of free educational robotics in the public school environment, using electronic waste instead of commercial solutions for building robots, allowing students to enlarge their view about technological applications in their social and educational context. Through this method, the authors found that robotics is an activity capable of keeping young people away from the streets and offer them multidisciplinary training, reducing their vulnerability.

Ausin et al. (2016)

A new educational experience in the concept of PBL and the use of information and communications technologies was reported by these authors. Students were satisfied with the radio program created during the project, and they had agreed on the project’s usefulness.

Lee et al. (2015)

PBL application improved the social skills of students and their ways of perceiving interpersonal conflicts.

Hung et al. (2014)

These authors conducted a study investigating the effects of PBL in a project and reported improvements in skills of students regarding questioning taking into account different levels of prior knowledge.

Wiek et al. (2013)

PBL was used to demonstrate that students have built the capability to solve sustainability problems in the real world, with competence to cooperate with partners in government, business and civil society.

Dolmans & Gijbels (2013)

PBL effects on different approaches to student learning were investigated. It was reported that PBL might promote desired approaches to learning.

Tan et al. (2015)

The results of research experience with students involved in PBL were presented in oral and written poster presentations.

Chao et al. (2015)

They showed that PBL has a positive effect on the transfer of learning. Authors referred the benefits of a learning approach applied to students in an introductory level curriculum on computer-aided design, building a bridge between the learning and the curriculum at High School Engineering Education.

Kim & Lee (2014)

Proposed a method for teaching information processing skills based on a learning model based on problems, and tested in Elementary School students. The author mentions that PBL has an improved methodology for the teaching of skills of information processing.

Jerzembeka & Murphya (2013)

These authors applied PBL in primary school students, checking their effect on the academic and personal development. They reported the effects of the method and its application efficiency in the school environment.

Wilder (2015)

This author reported the impact of PBL on academic performance in high school through a systematic review. The effectiveness of PBL in Secondary education was highlighted.

Moreno et al. (2013)

They investigated the conceptions of teachers in biological areas: Biology, Physics, and Chemistry) at PBL. Also, it was demonstrated that teachers understand the methodology and classified as an interesting way of teaching. However, they refused the application due to it requires a more comprehensive training or in-service training.

Granzotti & Barroso (2015)

The authors built this report based on a situation, which was a trigger for active teaching methodologies implementation. It is mentioned that the situations were evaluated by teachers and students, and improvements were promoted.

Christofoletti et al. (2014)

Active learning methodology techniques were applied to an Ethics in Health course, reinforcing the importance of applying active teaching methods in the university environment. The study also highlighted satisfaction of the students.

Melo & Sant’Ana (2012)

They analyzed the advantages and weakness of the active methodology. They reported the understanding of students as authors of the learning process.

Duarte et al. (2013)

They demonstrated that PBL is applied in the teaching of basic sciences, developing reasoning and encouraging the pursuit of knowledge through self-directed study.

Frezatti et al. (2016)

It was used the active methodology in discipline managed from the perspective of PBL, given the complexity of synergetic perspective of KSA (Knowledge, Skills, and Attitudes).

Queiroz et al. (2016)

They described a university experience with PBL. The results presented in technological innovation projects promoted integration, making the difference in the process of teaching and learning involved in dental education.

Leon & Onófrio (2015)

They showed good results when used PBL in teaching medicine, especially as regards to critical thinking and technical skills developed by the student.

Plonski (1992)

The education methods based on the structured approach are presented, and a practical case study is described, pointing out the potential applications in the current activities of production engineers. The conclusions arrived at the needs of inducing production engineers on permanent education after graduate course conclusion.