The Pedagogical Potential of the Integrative Project as a Classroom Strategy: A Case Study in the Industrial Technology Program at the Universidad de Santander (UDES)

Introduction: This article summarizes the classroom experiences obtained in the application of “The integrative project as a classroom strategy in Industrial Technology courses”, carried out in the fourth semester of the technological program in 2013 and 2014, at the Universidad de Santander (UDES)....

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Autores:: Galeano Barrera, Claudia Jazmin
Zamudio Peña, William Humberto
Duro Novoa, Viviana
Martínez Quintero, Ana Francisca

Tipo de recurso:: Article of journal

Fecha de publicación:: 2017

Institución:: Universidad Cooperativa de Colombia

Repositorio:: Repositorio UCC

Idioma:: spa

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dc.title.eng.fl_str_mv	The Pedagogical Potential of the Integrative Project as a Classroom Strategy: A Case Study in the Industrial Technology Program at the Universidad de Santander (UDES)
dc.title.spa.fl_str_mv	El potencial pedagógico del proyecto integrador como estrategia de aula: estudio de caso en el programa de Tecnología Industrial de la Universidad de Santander (UDES)
dc.title.por.fl_str_mv	O potencial pedagógico do projeto integrador como estratégia de sala de aula: estudo de caso no programa de Tecnologia Industrial da Universidad de Santander (UDES)
title	The Pedagogical Potential of the Integrative Project as a Classroom Strategy: A Case Study in the Industrial Technology Program at the Universidad de Santander (UDES)
spellingShingle	The Pedagogical Potential of the Integrative Project as a Classroom Strategy: A Case Study in the Industrial Technology Program at the Universidad de Santander (UDES)
title_short	The Pedagogical Potential of the Integrative Project as a Classroom Strategy: A Case Study in the Industrial Technology Program at the Universidad de Santander (UDES)
title_full	The Pedagogical Potential of the Integrative Project as a Classroom Strategy: A Case Study in the Industrial Technology Program at the Universidad de Santander (UDES)
title_fullStr	The Pedagogical Potential of the Integrative Project as a Classroom Strategy: A Case Study in the Industrial Technology Program at the Universidad de Santander (UDES)
title_full_unstemmed	The Pedagogical Potential of the Integrative Project as a Classroom Strategy: A Case Study in the Industrial Technology Program at the Universidad de Santander (UDES)
title_sort	The Pedagogical Potential of the Integrative Project as a Classroom Strategy: A Case Study in the Industrial Technology Program at the Universidad de Santander (UDES)
dc.creator.fl_str_mv	Galeano Barrera, Claudia Jazmin Zamudio Peña, William Humberto Duro Novoa, Viviana Martínez Quintero, Ana Francisca
dc.contributor.author.none.fl_str_mv	Galeano Barrera, Claudia Jazmin Zamudio Peña, William Humberto Duro Novoa, Viviana Martínez Quintero, Ana Francisca
description	Introduction: This article summarizes the classroom experiences obtained in the application of “The integrative project as a classroom strategy in Industrial Technology courses”, carried out in the fourth semester of the technological program in 2013 and 2014, at the Universidad de Santander (UDES). The objective of this work, carried out during 2015, is to show that the appropriation and integration of the students’ knowledge is materialized in prototype innovation products and in dissertations focused on entrepreneurship. Method: In the course of the integrative project, the formative project methodology was used for building the student’s basic, professional and research skills. The pedagogical experience provides students with the opportunity to participate by proposing innovative ideas as a response to the context problem, as well as by taking advantage of the acquired knowledge and the use of university resources. Results: Appropriation of the integrative project by the student stimulates his creativity to produce the prototype of his proposal. The set of prototypes is donated to a rural community in Bucaramanga, which strengthens the research-outreach alliance, including the preparation of dissertations. Conclusions: The strengthening of skills oriented to the know-how allows the student to be trained comprehensively, feeds him with knowledge, allows him to use it (praxis), and positions him in the market with entrepreneurial ability.
publishDate	2017
dc.date.accessioned.none.fl_str_mv	2019-05-14T21:07:53Z
dc.date.available.none.fl_str_mv	2019-05-14T21:07:53Z
dc.date.none.fl_str_mv	2017-05-01
dc.type.none.fl_str_mv	Artículo
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dc.identifier.none.fl_str_mv	https://revistas.ucc.edu.co/index.php/in/article/view/1851 10.16925/in.v13i22.1851
dc.identifier.uri.none.fl_str_mv	https://hdl.handle.net/20.500.12494/9416
url	https://revistas.ucc.edu.co/index.php/in/article/view/1851 https://hdl.handle.net/20.500.12494/9416
identifier_str_mv	10.16925/in.v13i22.1851
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dc.relation.none.fl_str_mv	https://revistas.ucc.edu.co/index.php/in/article/view/1851/1953 https://revistas.ucc.edu.co/index.php/in/article/view/1851/2586
dc.rights.none.fl_str_mv	Copyright (c) 2017 Journal of Engineering and Education http://creativecommons.org/licenses/by-nc-nd/4.0/
dc.rights.accessrights.none.fl_str_mv	info:eu-repo/semantics/openAccess
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dc.publisher.eng.fl_str_mv	Universidad Cooperativa de Colombia
dc.source.eng.fl_str_mv	Ingeniería Solidaria; Vol 13 No 22 (2017); 153-169
dc.source.spa.fl_str_mv	Ingeniería Solidaria; Vol. 13 Núm. 22 (2017); 153-169
dc.source.por.fl_str_mv	Ingeniería Solidaria; v. 13 n. 22 (2017); 153-169
dc.source.none.fl_str_mv	2357-6014 1900-3102
institution	Universidad Cooperativa de Colombia
repository.name.fl_str_mv	Repositorio Institucional Universidad Cooperativa de Colombia
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spelling	Galeano Barrera, Claudia JazminZamudio Peña, William HumbertoDuro Novoa, VivianaMartínez Quintero, Ana Francisca2017-05-012019-05-14T21:07:53Z2019-05-14T21:07:53Zhttps://revistas.ucc.edu.co/index.php/in/article/view/185110.16925/in.v13i22.1851https://hdl.handle.net/20.500.12494/9416Introduction: This article summarizes the classroom experiences obtained in the application of “The integrative project as a classroom strategy in Industrial Technology courses”, carried out in the fourth semester of the technological program in 2013 and 2014, at the Universidad de Santander (UDES). The objective of this work, carried out during 2015, is to show that the appropriation and integration of the students’ knowledge is materialized in prototype innovation products and in dissertations focused on entrepreneurship. Method: In the course of the integrative project, the formative project methodology was used for building the student’s basic, professional and research skills. The pedagogical experience provides students with the opportunity to participate by proposing innovative ideas as a response to the context problem, as well as by taking advantage of the acquired knowledge and the use of university resources. Results: Appropriation of the integrative project by the student stimulates his creativity to produce the prototype of his proposal. The set of prototypes is donated to a rural community in Bucaramanga, which strengthens the research-outreach alliance, including the preparation of dissertations. Conclusions: The strengthening of skills oriented to the know-how allows the student to be trained comprehensively, feeds him with knowledge, allows him to use it (praxis), and positions him in the market with entrepreneurial ability.Introducción: el presente artículo sintetiza las experiencias de aula obtenidas en la aplicación de “El proyecto integrador como estrategia de aula en los cursos de Tecnología Industrial”, desarrollado en cuarto semestre del programa tecnológico durante 2013 y 2014 en la Universidad de Santander (udes). El objetivo del presente trabajo, realizado durante el 2015, se enfoca en demostrar que la apropiación e integración de los conocimientos de los estudiantes del programa se materializa en productos prototipo de innovación y en trabajos de grado enfocados en el emprendimiento. Metodología: en el desarrollo del proyecto integrador se utilizó la metodología de proyecto formativo para el desarrollo de competencias básicas, profesionales e investigativas del estudiante. La experiencia pedagógica permite un espacio participativo de los estudiantes en formación, al proponer ideas innovadoras como respuesta a la problemática de contexto, así como al aprovechar los conocimientos adquiridos y el uso de recursos de la universidad. Resultados: la apropiación del proyecto integrador por parte del estudiante estimula su creatividad para fabricar el prototipo de su propuesta. El conjunto de prototipos se dona a una comunidad rural de Bucaramanga, lo que fortalece la alianza de la investigación y la extensión, incluyendo la gestación de su trabajo de grado. Conclusiones: el fortalecimiento de competencias orientadas al saber hacer, permite al estudiante formarse de manera íntegra, lo alimenta de conocimientos, le permite hacer uso de los mismos (praxis), y lo posiciona en el mercado con capacidad emprendedora.Introdução: este artigo sintetiza as experiências de aula obtidas na aplicação de “O projeto integrador como estratégia de sala de aula nos cursos de tecnologia industrial”, desenvolvido no quarto período do programa técnico, em 2013 e 2014, na Universidad de Santander (Udes). O objetivo deste trabalho, realizado durante 2015, é demonstrar que a apropriação e a integração dos conhecimentos dos estudantes do programa se materializa em produtos protótipo de inovação e em trabalhos de conclusão de curso focados no empreendimento. Metodologia: no desenvolvimento do projeto integrador, utilizou-se a metodologia de projeto formativo para o desenvolvimento de competências básicas, profissionais e investigativas do estudante. A experiência pedagógica permite um espaço participativo dos estudantes em formação ao propor ideias inovadoras como resposta à problemática de contexto, bem como ao aproveitar os conhecimentos adquiridos e o uso de recursos da universidade. Resultados: a apropriação do projeto integrador por parte do estudante estimula sua criatividade para fabricar o protótipo de sua proposta. O conjunto de protótipos é doado a uma comunidade rural de Bucaramanga (Colômbia), o que fortalece a parceria da pesquisa e da extensão, incluindo a elaboração de seu trabalho de conclusão de curso. Conclusões: o fortalecimento de competências orientadas ao saber fazer permite ao estudante formar-se de maneira íntegra, alimenta-o de conhecimentos, permite que faça uso deles (práxis) e posiciona-o no mercado com capacidade empreendedora.application/pdfspaUniversidad Cooperativa de Colombiahttps://revistas.ucc.edu.co/index.php/in/article/view/1851/1953https://revistas.ucc.edu.co/index.php/in/article/view/1851/2586Copyright (c) 2017 Journal of Engineering and Educationhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Ingeniería Solidaria; Vol 13 No 22 (2017); 153-169Ingeniería Solidaria; Vol. 13 Núm. 22 (2017); 153-169Ingeniería Solidaria; v. 13 n. 22 (2017); 153-1692357-60141900-3102The Pedagogical Potential of the Integrative Project as a Classroom Strategy: A Case Study in the Industrial Technology Program at the Universidad de Santander (UDES)El potencial pedagógico del proyecto integrador como estrategia de aula: estudio de caso en el programa de Tecnología Industrial de la Universidad de Santander (UDES)O potencial pedagógico do projeto integrador como estratégia de sala de aula: estudo de caso no programa de Tecnologia Industrial da Universidad de Santander (UDES)Artículohttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articlehttp://purl.org/redcol/resource_type/ARTinfo:eu-repo/semantics/publishedVersionPublication20.500.12494/9416oai:repository.ucc.edu.co:20.500.12494/94162024-07-16 13:29:43.854metadata.onlyhttps://repository.ucc.edu.coRepositorio Institucional Universidad Cooperativa de Colombiabdigital@metabiblioteca.com

The Pedagogical Potential of the Integrative Project as a Classroom Strategy: A Case Study in the Industrial Technology Program at the Universidad de Santander (UDES)

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