Episteme vs. Tekné: an approach to the learning of computer programming in Systems Engineering
This article exposes the results of a research made in the classroom looking for establishing elements of comparative judgment that would allow comparing two teaching strategies, and their impact on learning, of computer programming in a Systems Engineering program. The two strategies to be compared...
- Autores:
- Tipo de recurso:
- Article of journal
- Fecha de publicación:
- 2019
- Institución:
- Universidad Católica de Pereira
- Repositorio:
- Repositorio Institucional - RIBUC
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.ucp.edu.co:10785/13637
- Acceso en línea:
- https://revistas.ucp.edu.co/index.php/entrecienciaeingenieria/article/view/1132
http://hdl.handle.net/10785/13637
- Palabra clave:
- Rights
- openAccess
- License
- Derechos de autor 2019 Entre Ciencia e Ingeniería
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Episteme vs. Tekné: an approach to the learning of computer programming in Systems Engineering |
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Episteme vs. Tekné: una aproximación al aprendizaje de la programación de computadores en Ingeniería de Sistemas |
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Episteme vs. Tekné: an approach to the learning of computer programming in Systems Engineering |
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Episteme vs. Tekné: an approach to the learning of computer programming in Systems Engineering |
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Episteme vs. Tekné: an approach to the learning of computer programming in Systems Engineering |
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Episteme vs. Tekné: an approach to the learning of computer programming in Systems Engineering |
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Episteme vs. Tekné: an approach to the learning of computer programming in Systems Engineering |
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Episteme vs. Tekné: an approach to the learning of computer programming in Systems Engineering |
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Episteme vs. Tekné: an approach to the learning of computer programming in Systems Engineering |
| description |
This article exposes the results of a research made in the classroom looking for establishing elements of comparative judgment that would allow comparing two teaching strategies, and their impact on learning, of computer programming in a Systems Engineering program. The two strategies to be compared consist of the teaching of the logic of programming (the episteme) or the teaching of its application reflected in a programming language (tekné). In order to measure the impact of the two strategies on the learning of programming, Programming I courses were divided into two subgroups so that a comparative follow-up could be carried out permanently. The process was carried out with the 1st semester of Systems Engineering of a public university. The results were measured quantitatively from identical written evaluations and under highly similar conditions for their resolution. A qualitative approach was also made based on the opinion of the students at the end of the course. It is concluded that the teaching of the episteme of programming seems to be much more relevant than its application since the student can go from the 1st to the other. However, there were cases in which some students, from the study of the programming language, were able to infer the underlying concepts of the relevant logic. |
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2019 |
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2019-06-06 |
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2023-08-29T03:49:31Z |
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2023-08-29T03:49:31Z |
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https://revistas.ucp.edu.co/index.php/entrecienciaeingenieria/article/view/1132 10.31908/19098367.4013 |
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http://hdl.handle.net/10785/13637 |
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https://revistas.ucp.edu.co/index.php/entrecienciaeingenieria/article/view/1132 http://hdl.handle.net/10785/13637 |
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https://revistas.ucp.edu.co/index.php/entrecienciaeingenieria/article/view/1132/1104 https://revistas.ucp.edu.co/index.php/entrecienciaeingenieria/article/view/1132/2561 |
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Derechos de autor 2019 Entre Ciencia e Ingeniería https://creativecommons.org/licenses/by-nc/4.0/deed.es_ES |
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Universidad Católica de Pereira |
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Entre ciencia e ingeniería; Vol. 13 Núm. 25 (2019); 45-51 |
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Entre Ciencia e Ingeniería; Vol. 13 Núm. 25 (2019); 45-51 |
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Entre ciencia e ingeniería; Vol. 13 Núm. 25 (2019); 45-51 |
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2023-08-29T03:49:31Z2023-08-29T03:49:31Z2019-06-06https://revistas.ucp.edu.co/index.php/entrecienciaeingenieria/article/view/113210.31908/19098367.4013http://hdl.handle.net/10785/13637This article exposes the results of a research made in the classroom looking for establishing elements of comparative judgment that would allow comparing two teaching strategies, and their impact on learning, of computer programming in a Systems Engineering program. The two strategies to be compared consist of the teaching of the logic of programming (the episteme) or the teaching of its application reflected in a programming language (tekné). In order to measure the impact of the two strategies on the learning of programming, Programming I courses were divided into two subgroups so that a comparative follow-up could be carried out permanently. The process was carried out with the 1st semester of Systems Engineering of a public university. The results were measured quantitatively from identical written evaluations and under highly similar conditions for their resolution. A qualitative approach was also made based on the opinion of the students at the end of the course. It is concluded that the teaching of the episteme of programming seems to be much more relevant than its application since the student can go from the 1st to the other. However, there were cases in which some students, from the study of the programming language, were able to infer the underlying concepts of the relevant logic.El presente artículo expone los resultados de una investigación realizada en el aula, cuyo propósito fue el de establecer elementos de juicio para comparar dos estrategias de enseñanza y su impacto en el aprendizaje de la programación de computadores. Las dos estrategias comparadas fueron la enseñanza de la lógica de programación (la episteme), o la enseñanza de la aplicación de esta, reflejada en un lenguaje de programación (la tekné). Para medir su impacto, se segmentaron los cursos de Programación I en dos subgrupos, con el fin de poder realizar un seguimiento comparativo. El proceso se llevó a cabo con el 1er semestre de Ingeniería de Sistemas de una universidad pública. Los resultados se midieron desde lo cuantitativo con evaluaciones escritas idénticas y en condiciones similares para su resolución. También se realizó una aproximación cualitativa a la opinión de los estudiantes, al final del curso. Se concluye que pareciera ser más relevante la enseñanza de la episteme de la programación que de su aplicación, puesto que el estudiante puede ir de aquella a este. Sin embargo, se encontraron casos en los que algunos estudiantes, desde el estudio del lenguaje de programación, infirieron los conceptos subyacentes de la lógica pertinente.application/pdfapplication/xmlspaUniversidad Católica de Pereirahttps://revistas.ucp.edu.co/index.php/entrecienciaeingenieria/article/view/1132/1104https://revistas.ucp.edu.co/index.php/entrecienciaeingenieria/article/view/1132/2561Derechos de autor 2019 Entre Ciencia e Ingenieríahttps://creativecommons.org/licenses/by-nc/4.0/deed.es_EShttps://creativecommons.org/licenses/by-nc/4.0/deed.es_ESinfo:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Entre ciencia e ingeniería; Vol. 13 Núm. 25 (2019); 45-51Entre Ciencia e Ingeniería; Vol. 13 Núm. 25 (2019); 45-51Entre ciencia e ingeniería; Vol. 13 Núm. 25 (2019); 45-512539-41691909-8367Episteme vs. Tekné: an approach to the learning of computer programming in Systems EngineeringEpisteme vs. Tekné: una aproximación al aprendizaje de la programación de computadores en Ingeniería de SistemasArtículo de revistahttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1http://purl.org/coar/version/c_970fb48d4fbd8a85info:eu-repo/semantics/articleinfo:eu-repo/semantics/publishedVersionTrejos Buriticá, Omar IvánPublication10785/13637oai:repositorio.ucp.edu.co:10785/136372025-01-27 18:58:52.727https://creativecommons.org/licenses/by-nc/4.0/deed.es_ESDerechos de autor 2019 Entre Ciencia e Ingenieríametadata.onlyhttps://repositorio.ucp.edu.coRepositorio Institucional de la Universidad Católica de Pereira - RIBUCbdigital@metabiblioteca.com |