Evaluación del Aprendizaje Basado en Problemas en Estudiantes Universitarios de Construcciones Agrarias

Abstract

ResumenEn este trabajo se exponen los resultados de una aplicación y evaluación de la Metodología didáctica específica denominada Aprendizaje Basado en Problemas (ABP) en estudiantes de Construcciones Agrarias. El trabajo se ha efectuado durante el curso 2015-16 en dos grupos de alumnos del Grado de Ingeniería Agrícola de la Escuela Técnica Superior de Ingeniería de la Universidad de Huelva (España). El estudio incluyó la aplicación de la metodología didáctica específica y su evaluación. La evaluación se ha efectuado empleando un método cuasi-experimental. El diseño del ABP ha requerido una programación cuidadosa, incluyendo una parte significativa de trabajo autónomo por el estudiante. Los resultados muestran que el ABP es preferible a otra didáctica tradicional expositiva ya que se observa una diferencia significativa en la adquisición de conocimientos por los alumnos. Palabras clave: aprendizaje basado en problemas; formación de ingenieros; método cuasi-experimental; construcciones agrarias The evaluation of a Problem-Based Learning approach in a graduate Agrarian Constructions program AbstractThis paper presents the results of a study into the implementation and evaluation of problem-based learning (PBL) methodology in an Agrarian Constructions program. The study was carried out during the academic year 2015-2016 with two groups of students of the degree in Agricultural Engineering of the School of Engineering at the University of Huelva in Spain. The study included the implementation of this novel approach and its evaluation. The evaluation was performed using a quasi-experimental method. Programming a course of PBL demands careful planning and the inclusion of a significant amount of selfdirected work by students. The results indicated that there is a significant difference in the acquisition of knowledge by students, suggesting that PBL should be preferred instead of the more traditional lecturebased approaches.

Problem-based learning: Effects on academic performance and perceptions of engineering students in computer sciences

“…In engineering, the majority of research related with the use of this method has sought to analyse its influence on the development of student's critical thinking, training and development of professional skills, conceptual understanding of learning content and the obtainment of meaningful gains in the learning of content. All of this is manifested as improved academic performance (Fernández & Duarte, 2013;Yadav, Sumedi, Lundeberg & Bunting, 2011;Rodríguez & Fernández-Batanero, 2017;amongst others).…”

Estado del arte de la evaluación de los aprendizajes en la modalidad del e-learning desde la perspectiva de evaluar para aprender: precisiones conceptuales

“…A la vez, aspectos evaluativos y su puesta en práctica son reconocidos como elementos de calidad y de una correcta gestión en procesos de formación bajo la modalidad del e-learning, como lo respaldan Carmona, Arrieta, y Rodríguez (2015), Castillo, García, Corredor, y Malaver (2017), REVISTA ELECTRÓNICA CALIDAD EN LA EDUCACIÓN SUPERIOR ISSN: 1659-4703, VOL. 10(1) ENERO -JUNIO, 2019: 58 -95 http://investiga.uned.ac.cr/revistas/index.php/revistacalidad Correo electrónico: revistacalidad@uned.ac.cr __________________________________________________________________________________________________________________________________________ _____________________________________________________________________________________________________________ Estado del arte de la evaluación de los aprendizajes en la modalidad del e-learning desde la perspectiva de evaluar para aprender, algunas precisiones conceptuales Francisco Mora-Vicarioli DOI: http://dx.doi.org/10.22458/caes.v10i1.2453 Artículo protegido por licencia Creative Commons 81 García (2014), Huber (2017), Marciniak, y Sallán (2017), Martínez (2017), Morales (2016), Noche, Serra, Ruiz e Ibáñez (2017), Rincon y Bedoya (2017), Rodríguez y Fernández (2017), Romero, Castejón, López y Fraile (2017), Calvo y Galaup (2017), Chávez (2017), Ryan (2015), Terry, Heitner, Miller, y Hollis (2017) y Zúñiga, Solar, Lagos, Báez, y Herrera (2014.…”

The Effect of Multiple Representation-Based Learning (MRL) to Increase Students’ Understanding of Chemical Bonding Concepts

“…The results suggested that learning with various representations could stimulate the students to be actively engaged to solve chemical problems especially to interpret and transform macro, sub-micron, and symbolic phenomena. Through the exercises of various learning models, the students acquired easier ways to under-stand the chemistry concepts deeply (Rodríguez & Fernández-Batanero, 2017) and stronger ability to perform meaningful reasoning of chemical phenomena (Coll, 2008;Sunyono & Sudjarwo, 2018).…”

“…Previous studies showed that learning using PBL can improve students' conceptual understanding. Rodríguez & Fernández-Batanero (2017) stated that PBL is one of the learning models that can motivate students to learn chemistry. The research of Kelly & Finlayson (2007) concluded that chemistry learning using PBL model could provide an excellent scope of learning for the development of skills, understanding of chemistry concepts, and laboratory experiment processes.…”

“…Through the DL and PBL models, students can solve problems in a structured and systematic way so that an accurate and quick problem-solving solution is achieved. In addition, with a structured and systematic problem-solving strategy, students are trained to identify, analyze, and evaluate the problems care-fully so that they may develop their critical reasoning to work on problems (De Cock, 2012; Kim, 2013;Rodríguez & Fernández-Batanero, 2017).…”