Aprendizaje Basado en Problemas (ABP), competencias y la enseñanza de química para Ingenieros

Cano, María Felipa Cañas

doi:10.18687/laccei2018.1.1.66

Cited by 2 publications

(1 citation statement)

References 5 publications

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“…There are many experiences related to the application of PBL in different areas, such as [15] in the subject of systems analysis, in basic sciences such as Physics [26], in Engineering such as Chemistry [27]. Experiences of applying PBL, such as those of [28] at the University of Murcia, Spain, within the process of convergence towards a European Higher Education Area (EHEA), as well as [29] in Computer Science, and [30] in the area of Mathematical Sciences.…”

Section: Problem Based Learningmentioning

confidence: 99%

Problem based Learning: An Experience of Evaluation based on Indicators, Case of Electronic Business in Professional Career of Systems Engineering

Baluarte-Araya¹,

Suarez-Lopez²,

Ramirez-Valdez³

2021

IJACSA

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It is a reality that universities place great emphasis on formative research in the training of their students in order to increase their knowledge, skills, attitudes and achieve competences. This paper aims to show the experience of applying the Problem-Based Learning (PBL) methodology to assess learning based on indicators that have been determined from the criteria considered to correspond to the competences of the course under study Business Electronic, at the Professional School of Systems Engineering (EPIS) of the Universidad Nacional de San Agustín de Arequipa (UNSA), Arequipa-Peru, with theory and laboratory practice taught by two teachers. The objective is to apply an evaluation strategy for the development of competences with active didactics to the engineering training course. The methodology used is Problem-Based Learning applied to a formative research project based on real problems common to many organizations. In the semester, the students in groups solve the problems stated, and then they deliver a deliverable report and formative research report of each problem that is scored through a rubric. The teachers make contributions and provide feedback in the report for the improvement and experience that the student is acquiring in their training. The results obtained show that the objectives are achieved, increasing knowledge, skills, attitudes and adequate evaluation in the training of students, as well as the development of the competences of the course, as well as achieving the results of the student; showing that the application of PBL with Formative Research would provide good results for other courses of the professional career, allowing continuous improvement in the teaching-learning process. The conclusion is that an adequate assessment of learning based on indicators with an active didactic strategy, effectively planned and adequately applied to real-life problems, makes it possible to achieve the expected student results.

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