Aprendizaje basado en problemas como complemento de la enseñanza tradicional en Fisicoquímica

Fernández, C.; Aguado, María I.

doi:10.1016/j.eq.2017.03.001

Cited by 18 publications

(17 citation statements)

References 5 publications

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“…It is a didactic proposal developed at the Faculty of Engineering of the ULA, oriented to transform the traditional process of teaching and learning, based on the explanation and transfer of knowledge, in a process based on the application and the integral and pertinent management of knowledge. RAIS shares its fundamental goal of developing professional skills through the learning processes that are similar to those of authentic engineering practice, with models that propose a reform of engineering education, such as Problem / Project Based Learning (Fernández and Aguado, 2017), CDIO: Conceive-Design-Implement-Operate (Edström and Kolmos, 2014) and simulation-action learning recently proposed (Costello, 2016).…”

Section: What Is Rais?mentioning

confidence: 99%

An overview of today's project-based learning and how it has been implemented in the Chemical Engineering School at Universidad de Los Andes

et al. 2018

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This paper builds on a project-based engineering learning strategy called RAIS 'Reproducing an Innovation Environment in the Classroom' applied in courses in the Chemical Engineering curriculum at the Universidad de Los Andes (ULA). It follows a previous investigation where the practical implementation of RAIS strategy is presented (Marquez et al., 2016), and in this occasion the theoretical fundamentals of the RAIS strategy are outlined. Authors take the common project-based learning to a new level by directly involving the students in the common start-up company practice, where the final product to be formulated and manufactured is not a requirement from an external client, but comes from real entrepreneurship students' interests. In previous work it has been shown that this strategy allows interconnecting the course objectives with the development of a product. RAIS strategy has reported successful outcomes in the accomplishment of this goal for Chemical Engineering students at ULA.

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Section: What Is Rais?mentioning

confidence: 99%

An overview of today's project-based learning and how it has been implemented in the Chemical Engineering School at Universidad de Los Andes

et al. 2018

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“…Novas formas de atuação do Direito devem ser desenvolvias a fim de enfrentar os desafios decorrentes da globalização, da mudança de paradigma tecnológico, da sustentabilidade ambiental e dos conflitos de massa. (Vieira, 2012:38) Dentro desse contexto, as metodologias ativas (Ching, 2018;Rodríguez et al, 2016;Rodríguez, Rebolledo, 2017;Reyes et al, 2014;Melo et al, 2017;Fernández, Aguado, 2017) se mostram de extrema importância para desenvolver nos discentes do curso de Direito habilidades que os possibilitem adotarem essa nova postura perante o seio social em que estão inseridos.…”

Section: Metodologias Ativas Aplicadas No Curso De Direitounclassified

Julgamento simulado do STF: Aplicação do team based learning e do project based learning no curso de Direito

Madrid

Santos

2018

Rev. pedagog. univ. didact. derecho

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Este artigo descreve a metodologia de Aprendizagem Baseada em Projeto (Project-Based Learning - PBL), bem como a metodologia ativa chamada de Team Based Learning (TBL) e relata sua aplicação no Curso de Direito do Centro Universitário Antônio Eufrásio de Toledo de Presidente Prudente/ SP, no Brasil, durante o 1º semestre de 2017. A atividade versou sobre caso hipotético que foi criado com base em um caso real recentemente julgado pelo STF no qual se avençou a possibilidade de indenização de presos que comprovadamente vivessem em situação degradante, humilhante e vexatória dentro dos presídios. Os resultados foram divididos com os outros grupos, assim como com outros discentes e docentes da instituição no dia da sessão de julgamento simulado, que finalizou a atividade, proporcionando aos alunos experiência de entender a vertente teórica do tema e desenvolver habilidades de trabalho em equipe, pensamento crítico, oratória, bem como a habilidade para solução de problemas da vida real.

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“…The appropriate "good problems" to work in the classroom through PBL cycles, are those defined as open or unstructured, ambiguous, capable of changing and proposing various solutions [11]. The PBL has been applied to the teaching of the Chemical Sciences [12,13,14,15,16] and to the teaching of Physical Chemistry [5,17,18,19,20,21].…”

Section: Introductionmentioning

confidence: 99%

PBL with the Application of Multiple and Nonlinear Linear Regression in Chemical Kinetics and Catalysis

Valdivia¹,

Osornio²,

Vargas-Rodríguez³

2021

EDUCATION

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In the resolution of problems in chemical kinetics and catalysis the mathematical models relate the independent variable that is usually time, with the dependent variable which is normally the concentration of a reactant. They conform to linear models, whose parameters such as the ordering to origin and the slope are kinetic parameters, applying linear regression to the experimental data can be obtained linear models that are the simplest to be found. On other side, multiple models can be found with two or more independent variables, however, there are models that are not feasible to linearize and therefore you can make use of nonlinear regression. This paper is exemplified by the Problem-Based Learning (PBL) scheme and the use of software such as Stat graphics and Polymath to solve the resulting mathematical models. The results obtained are compared with traditional methods as multiple linearized least squares, in this way the learning teaching process is strengthened, since the student raises the kinetic model and then solves it with computer tools. Through the PBL cycles generated in the resolution of real problems in chemical kinetics and catalysis, significant learnings are achieved on difficult comprehension topics such as initial rate for the determination of the reaction order, half-life times, temperature effect and heterogeneous catalysis.

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Aprendizaje basado en problemas como complemento de la enseñanza tradicional en Fisicoquímica

Cited by 18 publications

References 5 publications

An overview of today's project-based learning and how it has been implemented in the Chemical Engineering School at Universidad de Los Andes

An overview of today's project-based learning and how it has been implemented in the Chemical Engineering School at Universidad de Los Andes

Julgamento simulado do STF: Aplicação do team based learning e do project based learning no curso de Direito

PBL with the Application of Multiple and Nonlinear Linear Regression in Chemical Kinetics and Catalysis

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