Learning is not a spectator sport. Students do not learn much by just sitting in class listening their teachers, memorizing pre-packaged assignments and spitting out answers.
The teaching-learning process has been a constant target of studies, particularly in Higher Education, in consequence of the annual increase of new students. The concern with maintaining a desired quality level in the training of these students, conjugated with the will to widen the access to all of those who finish Secondary School Education, has triggered a greater intervention from the education specialists, in partnership with the teachers of all Higher Education areas, in the analysis of this problem.
Considering the particular case of Engineering, it has been witnessed a rising concern with the active learning strategies and forms of assessment.
Research has demonstrated that students learn more if they are actively engaged with the material they are studying. In this presentation we describe, present and discuss the techniques and the results of Peer Instruction method in an introductory Calculus courses of an Engineering Bach.
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