Applying a constructivist and collaborative methodological approach in engineering education

Moreno, L.; González, Carina Soledad González; Castilla, Iván; González, Evelio J.; Sigut, J.

doi:10.1016/j.compedu.2005.12.004

Cited by 75 publications

(55 citation statements)

References 8 publications

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“…En este sentido, el trabajo colaborativo ofrece oportunidades valiosas para promover la construcción social del conocimiento a través de la comunicación y el intercambio de ideas entre los miembros del grupo. Muchos autores defienden que los individuos construyen significado mediante el uso del lenguaje y la interacción con otros y, por ello, el trabajo colaborativo ofrece un contexto ideal para ejercer la reflexión, la revisión de ideas y el establecimiento de relaciones conceptuales, esto es, el aprendizaje significativo (Gibbings y Brodie, 2008;Kearney, 2004;Moreno et al, 2007).…”

Section: Enseñanza De Las Ciencias Herramientas De Discusión Y Trabaunclassified

Nuevas tecnologías y aprendizaje significativo de las ciencias

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Armenteros

2014

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Este trabajo pretende fomentar la reflexión sobre el potencial de la tecnología educativa para promover el aprendizaje significativo de las ciencias. Con este propósito se recurre a la literatura especializada, para mostrar algunos resultados de investigación sobre la aplicación de las TIC a la enseñanza de las ciencias (herramientas de adquisición de datos, programas de modelización, simulaciones, laboratorios virtuales…). El valor formativo de dichas aplicaciones se discute desde los actuales conocimientos acerca de cómo los individuos aprenden, mostrando el potencial de estos recursos para superar los obstáculos específicos asociados al aprendizaje efectivo de las ciencias (ideas previas, falta de contextos significativos, grado de abstracción de modelos y teorías…). No obstante, también se ofrece una visión crítica señalando riesgos y limitaciones.

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Section: Enseñanza De Las Ciencias Herramientas De Discusión Y Trabaunclassified

Nuevas tecnologías y aprendizaje significativo de las ciencias

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Armenteros

2014

ensciencias

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“…Although the concept of constructivism is quite old, course designers are still working toward courses which incorporate all the aspects identified by recent researchers. (Moreno, Gonzalez et al (2007)). Another recent example of support for this approach comes from Konold (2007).…”

Section: Experience-based Instructionmentioning

confidence: 99%

Experience Early, Logic Later

Weldon

2014

Topics From Australian Conferences on Teaching Statistics

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Statistics educators have been trying to improve undergraduate statistics instruction for decades. Some progress has been made but the forces of the status quo are formidable. One of the most frustrating constraints relates to the economics of textbook publication: few publishers will accept a script that is much different from the current market. Another constraint is the human effort required by both instructors and students to blaze a new path. Moreover, the disincentives to teaching effort, especially at influential universities, are well known. In spite of these impediments to reform, a small group of reformers is motivated to keep trying.If students as a group had a keen interest in statistics, both teaching and learning would be more successful. In this paper, I want to encourage course designers and instructors to focus on the student motivation for the subject, even at the expense of shortchanging the student with the usual list of inferential tools. I will argue that guided immersion in real data-based problems, in contexts of interest to students, is a more effective way to produce useful learning of statistics basics than to present a logical sequence of techniques, even if the techniques are illustrated with applications as they are introduced.The organization of the paper is as follows: The first section considers an overview of the progress of statistics education over the last quarter century. Next, the style and content of textbooks is used as a proxy for the teaching style and course content of many undergraduate courses in statistics -that the advances in textbooks have not solved the pedagogical problems. The important role of context-based motivation, "experience-based instruction", is then discussed. Next, some suggestions are presented concerning the year-levels at which context-based instruction is appropriate, and the related issue of class size is considered. Three examples of context-based teaching of statistics theory are then outlined. The final sections of the paper discuss the implications of context-based instruction for both undergraduate and graduate statistics courses. Reform in Statistics EducationThe ICOTS conferences that began in 1982 initiated a continuing international focus on the issues of teaching statistics. OZCOTS, USCOTS, ICME, and the ISI/IASE Satellite Conferences have also been a part of this activity. An unofficial theme of all the early conferences seems to be that instruction in the subject had not adapted appropriately to the expansion of statistics audiences from math majors to all majors. An additional theme of the more recent conferences seems to be that the changes associated with statistical software availability have not been adequately absorbed into undergraduate curriculum and pedagogy. In fact, an overarching theme is the lack of adaptation to changes in statistics instruction to reflect the changing practice in the discipline. As a participant in ICOTS 2, I joined the rising voices asking for change, and there were many good ideas being proposed in ...

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“…En ese sentido son numerosas las experiencias docentes que están utilizando plataformas educativas como WebCT o Moodle para mejorar la calidad de la docencia en la educación superior (Manning, 2004;Moreno et al, 2007). En este caso se prefirió el empleó de una herramienta específica de gestión de proyectos (Microsoft Sharepoint) para favorecer el acercamiento de la acción docente al entorno profesional real.…”

Section: Incorporación De Las Ticunclassified

Actualización de Métodos de Enseñanza-Aprendizaje en Asignaturas de Dirección de Proyectos de Ingeniería

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ResumenSe analiza la implementación de la metodología ABP (Aprendizaje Basado en Problemas o Proyectos) en asignaturas de Dirección de Proyectos de Ingeniería. La aplicación de la metodología ABP con el uso de las nuevas tecnologías de la información y la comunicación (TIC) permite actualizar el aprendizaje de los alumnos, acercándolo al desempeño de su futuro laboral. Se describe la experiencia llevada a cabo en la docencia de la asignatura "Proyectos" impartida en la titulación Ingeniería Industrial de la Escuela Politécnica Superior de Ingeniería de Gijón (EPSIG) de la Universidad de Oviedo, España. Se discuten los resultados obtenidos en base a las aportaciones tanto de los alumnos como del equipo docente. La metodología ABP resulta muy adecuada para el aprendizaje de competencias en el ámbito de la ingeniería, pero exige una definición precisa de objetivos y una adecuada planificación, así como el seguimiento y evaluación continuos del profesor. Palabras clave: educación superior, dirección de proyectos, competencias profesionales, ABP An Update of Teaching/Learning Methods in Project Management Courses AbstractThe implementation of the PBL methodology (Problem or Project Based Learning) in Project Management courses in an engineering degree is analyzed. The PBL methodology that includes new information and communication technologies (ICT), allows updating the learning of the students approaching them to their future professional work. The study-case analyzed is the course "Projects" given for the Industrial Engineering degree of the Higher Polytechnic School of Engineering of Gijón (EPSIG), which belongs to the University of Oviedo in Spain. The results obtained are analyzed according to contributions by both the teaching staff and the students. The PBL methodology is found to be very appropriate for the learning of engineering competences, but it demands a precise definition of objectives and a detailed planning, as well as continuous monitoring and evaluation by the lecturer.

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Applying a constructivist and collaborative methodological approach in engineering education

Cited by 75 publications

References 8 publications

Nuevas tecnologías y aprendizaje significativo de las ciencias

Nuevas tecnologías y aprendizaje significativo de las ciencias

Experience Early, Logic Later

Actualización de Métodos de Enseñanza-Aprendizaje en Asignaturas de Dirección de Proyectos de Ingeniería

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