Estudio de la creatividad en diseño en ingeniería en Aprendizaje Basado en Proyectos
ilustraciones, gráficas, tablas
- Autores:
-
Rodríguez Mesa, Fernando José
- Tipo de recurso:
- Doctoral thesis
- Fecha de publicación:
- 2021
- Institución:
- Universidad Nacional de Colombia
- Repositorio:
- Universidad Nacional de Colombia
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.unal.edu.co:unal/80528
- Palabra clave:
- 620 - Ingeniería y operaciones afines
Creative ability
Problem-based learning
Aptitud creativa
Problemas basados en el aprendizaje
Creatividad
Aprendizaje basado en problemas
Trabajo del proyecto
Cultura
Equipo
Valores
Diseño
Educación
Cuestionario QFR
PBL
Creativity
Culture
Team
Values
Education
Organizational culture
Project-work
QFR questionnaire
Problem based learning
Engineering design
Diseño industrial
Industrial design
- Rights
- openAccess
- License
- Atribución-NoComercial-SinDerivadas 4.0 Internacional
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dc.title.spa.fl_str_mv |
Estudio de la creatividad en diseño en ingeniería en Aprendizaje Basado en Proyectos |
dc.title.translated.eng.fl_str_mv |
Study of creativity in engineering design in Project Based Learning |
title |
Estudio de la creatividad en diseño en ingeniería en Aprendizaje Basado en Proyectos |
spellingShingle |
Estudio de la creatividad en diseño en ingeniería en Aprendizaje Basado en Proyectos 620 - Ingeniería y operaciones afines Creative ability Problem-based learning Aptitud creativa Problemas basados en el aprendizaje Creatividad Aprendizaje basado en problemas Trabajo del proyecto Cultura Equipo Valores Diseño Educación Cuestionario QFR PBL Creativity Culture Team Values Education Organizational culture Project-work QFR questionnaire Problem based learning Engineering design Diseño industrial Industrial design |
title_short |
Estudio de la creatividad en diseño en ingeniería en Aprendizaje Basado en Proyectos |
title_full |
Estudio de la creatividad en diseño en ingeniería en Aprendizaje Basado en Proyectos |
title_fullStr |
Estudio de la creatividad en diseño en ingeniería en Aprendizaje Basado en Proyectos |
title_full_unstemmed |
Estudio de la creatividad en diseño en ingeniería en Aprendizaje Basado en Proyectos |
title_sort |
Estudio de la creatividad en diseño en ingeniería en Aprendizaje Basado en Proyectos |
dc.creator.fl_str_mv |
Rodríguez Mesa, Fernando José |
dc.contributor.advisor.spa.fl_str_mv |
Peña Reyes, José Ismael |
dc.contributor.author.spa.fl_str_mv |
Rodríguez Mesa, Fernando José |
dc.subject.ddc.spa.fl_str_mv |
620 - Ingeniería y operaciones afines |
topic |
620 - Ingeniería y operaciones afines Creative ability Problem-based learning Aptitud creativa Problemas basados en el aprendizaje Creatividad Aprendizaje basado en problemas Trabajo del proyecto Cultura Equipo Valores Diseño Educación Cuestionario QFR PBL Creativity Culture Team Values Education Organizational culture Project-work QFR questionnaire Problem based learning Engineering design Diseño industrial Industrial design |
dc.subject.lemb.eng.fl_str_mv |
Creative ability Problem-based learning |
dc.subject.lemb.spa.fl_str_mv |
Aptitud creativa Problemas basados en el aprendizaje |
dc.subject.proposal.spa.fl_str_mv |
Creatividad Aprendizaje basado en problemas Trabajo del proyecto Cultura Equipo Valores Diseño Educación Cuestionario QFR |
dc.subject.proposal.none.fl_str_mv |
PBL |
dc.subject.proposal.eng.fl_str_mv |
Creativity Culture Team Values Education Organizational culture Project-work QFR questionnaire Problem based learning Engineering design |
dc.subject.unesco.none.fl_str_mv |
Diseño industrial Industrial design |
description |
ilustraciones, gráficas, tablas |
publishDate |
2021 |
dc.date.accessioned.none.fl_str_mv |
2021-10-13T13:39:31Z |
dc.date.available.none.fl_str_mv |
2021-10-13T13:39:31Z |
dc.date.issued.none.fl_str_mv |
2021-04-09 |
dc.type.spa.fl_str_mv |
Trabajo de grado - Doctorado |
dc.type.driver.spa.fl_str_mv |
info:eu-repo/semantics/doctoralThesis |
dc.type.version.spa.fl_str_mv |
info:eu-repo/semantics/acceptedVersion |
dc.type.coar.spa.fl_str_mv |
http://purl.org/coar/resource_type/c_db06 |
dc.type.content.spa.fl_str_mv |
Text |
dc.type.redcol.spa.fl_str_mv |
http://purl.org/redcol/resource_type/TD |
format |
http://purl.org/coar/resource_type/c_db06 |
status_str |
acceptedVersion |
dc.identifier.uri.none.fl_str_mv |
https://repositorio.unal.edu.co/handle/unal/80528 |
dc.identifier.instname.spa.fl_str_mv |
Universidad Nacional de Colombia |
dc.identifier.reponame.spa.fl_str_mv |
Repositorio Institucional Universidad Nacional de Colombia |
dc.identifier.repourl.spa.fl_str_mv |
https://repositorio.unal.edu.co/ |
url |
https://repositorio.unal.edu.co/handle/unal/80528 https://repositorio.unal.edu.co/ |
identifier_str_mv |
Universidad Nacional de Colombia Repositorio Institucional Universidad Nacional de Colombia |
dc.language.iso.spa.fl_str_mv |
spa |
language |
spa |
dc.relation.references.spa.fl_str_mv |
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(2019), ‘Job demand stressors and employees’ creativity: a within-person approach to dealing with hindrance and challenge stressors at the airport environment’, Service Industries Journal 39(3-4), 250–278. URL: https://doi.org/10.1080/02642069.2018.1520220 Arana-Arexolaleiba, N. & Zubizarreta, M. I. (2017), PBL Experience in Engineering School of Mondragon University, in A. Guerra, R. Ulseth & A. Kolmos, eds, ‘PBL in Engineering Education: International Perspectives on Curriculum Change’, SensePublishers, Rotterdam, pp. 89–102. URL: https://doi.org/10.1007/978-94-6300-905-8_6 Archer, M., Bhaskar, R., Collier, A., Lawson, T. & Norrie, A., eds (1998), Critical Realism: Essential Readings, Routdlege. Armitage, A., Pihl, O. & Ryberg, T. (2015), ‘PBL and Creative Processes’, Problem-based learning in Higher Education 3(1), I—-IV. Arndt, J., Greenberg, J., Pyszczynski, T. & Solomon, S. 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Sternberg, eds, ‘The Cambridge Handbook of Creativity,’, Cambridge University Press, pp. 321–341. Baggeli Kahraman, P. & Sezer, G. O. (2017), ‘Relationship between Attitudes of Multicultural Education and Perceptions Regarding Cultural Effect of Globalization’, Eurasian Journal of Educational Research 17(67), 233–249. URL: http://www.ejer.com.tr/index.php?git=22&kategori=164&makale=1116 Ball, L. J., Ormerod, T. C. & Morley, N. J. (2004), ‘Spontaneous analogising in engineering design: A compara tive analysis of experts and novices’, Design Studies 25(5), 495–508. Balve, P., Krüger, V. & Tolstrup Sørensen, L. (2017), ‘Applying the Kanban method in problem-based project work: a case study in a manufacturing engineering bachelor’s programme at Aalborg University Copen hagen’, European Journal of Engineering Education 42(6), 1512–1530. URL: https://doi.org/10.1080/03043797.2017.1350143 Barak, M. & Yuan, S. (2021), ‘A cultural perspective to project-based learning and the cultivation of innovative thinking’, Thinking Skills and Creativity 39, 100766. URL: https://linkinghub.elsevier.com/retrieve/pii/S1871187120302406 Barkow, G., Cosmides, L. & Tooby, J., eds (1992), The Adapted Mind: Evolutionary Psychology and the Generation of Culture., Oxford University Press. Barron, B. J. S. S., Schwartz, D. L., Vye, N. J., Moore, A., Petrosino, A., Zech, L. & Bransford, J. D. (1998), ‘Doing With Understanding: Lessons From Research on Problem- and Project-Based Learning’, Journal of the Learning Sciences 7(3-4), 271–311. Barrows, H. S. (1986), ‘A taxonomy of problem-based learning methods’, 20, 481–486. Barrows, H. S. & Tamblyn, R. M. (1980), Problem-Based Learning An Approach to Medical Education, Springer. Bas, G. (2011), ‘Investigating the effects of project-based learning on students’, The online journal of New Horizons in Education 1(4). URL: http://www.tojned.net/ Bassok, M. & Novick, L. R. (2012), Problem Solving, Oxford University Press. Batey, M. (2007), A psychometric investigation of everyday creativity, PhD thesis, University College. 234 Estudio de la creatividad en un entorno de PBL Beaty, R. E. & Johnson, D. R. (2020), ‘Automating creativity assessment with SemDis: An open platform for computing semantic distance’, Behavior Research Methods . Beck, U. (1992), Risk Society, SAGE Publications. Becker, E. (1962), The birth and death of meaning, Free Press. Beghetto, R. A. (2006), ‘Creative self-efficacy: Correlates in middle and secondary students’, Creativity Research Journal 18(4), 447–457. Beghetto, R. A. (2010), Creativity in the Classroom, in J. C. Kaufman & R. J. Sternberg, eds, ‘The Cambridge handbook of creativity’, Cambridge University Press, pp. 447–463. Beghetto, R. A. & Kaufman, J. C. (2014), ‘Classroom contexts for creativity’, High Ability Studies 25(1), 53–69. URL: http://dx.doi.org/10.1080/13598139.2014.905247 Belland, B. R., Gu, J., Kim, N. J., Jaden Turner, D. & Mark Weiss, D. (2019), ‘Exploring epistemological approaches and beliefs of middle school students in problem-based learning’, Journal of Educational Research 112(6), 643–655. URL: https://doi.org/10.1080/00220671.2019.1650701 Berkson, L. (1993), ‘Problem-based learning: have the expectation been met?’, Academic Medicine 68(10), 579– 588. Bernaards, C. A. & I.Jennrich, R. (2005), ‘Gradient Projection Algorithms and Software for Arbitrary Rotation Criteria in Factor Analysis’, Educational and Psychological Measurement 65, 676–696. Berry, J. W. (2012), ‘The ecocultural framework: a stocktaking’, Fundamental Questions in Cross-Cultural Psychology (1934), 95–114. Berry, J. W. & Poortinga, Y. H. (2006), Cross-cultural theory and methodology, in J. Georgas, J. W. Berry, F. J. R. van de Vijver, C. Kagitcibasi & Y. H. Poortinga, eds, ‘Families Across Cultures’, Cambridge University Press, Cambridge, pp. 51–71. Berry, J. W., Poortinga, Y. H., Breugelmans, S. 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URL: http://dx.doi.org/10.1016/j.riob.2016.11.004 Chaudhary, R. & Akhouri, A. (2018), ‘Linking corporate social responsibility attributions and creativity: Modeling work engagement as a mediator’, Journal of Cleaner Production 190, 809–821. URL: https://linkinghub.elsevier.com/retrieve/pii/S095965261831223X Chien, Y. C., Liu, M. C. & Wu, T. T. (2020), ‘Discussion-record-based prediction model for creativity education using clustering methods’, Thinking Skills and Creativity 36(October 2019), 100650. URL: https://doi.org/10.1016/j.tsc.2020.100650 Chiu, I. & Shu, L. H. (2007), ‘Using language as related stimuli for concept generation’, Artificial Intelligence for Engineering Design, Analysis and Manufacturing: AIEDAM 21(2), 103–121. Chakrabarti, A., Sarkar, P., Leelavathamma, B. & Nataraju, B. S. 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(2009), ‘Constructivist, Problem-Based Learning Does Work: A Meta-Analysis of Curricular Comparisons Involving a Single Medical School’, Educational Psychologist 44(4), 227–249. URL: http://www.tandfonline.com/doi/abs/10.1080/00461520903213592 |
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Atribución-NoComercial-SinDerivadas 4.0 Internacionalhttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccesshttp://purl.org/coar/access_right/c_abf2Peña Reyes, José Ismael7814a1559529ee5f893669dc96def9df600Rodríguez Mesa, Fernando Joséd293c4ca9b23fc7e94d466b874643e5b6002021-10-13T13:39:31Z2021-10-13T13:39:31Z2021-04-09https://repositorio.unal.edu.co/handle/unal/80528Universidad Nacional de ColombiaRepositorio Institucional Universidad Nacional de Colombiahttps://repositorio.unal.edu.co/ilustraciones, gráficas, tablasLa creatividad en el diseño de ingeniería (CDI) es una habilidad de alta demanda para el desempeño en la investigación, el desarrollo de productos y procesos. La sociedad demanda profesionales que encuentren y resuelvan problemas para integrar y aplicar conocimientos y habilidades con soluciones creativas con el trabajo colaborativo de diferentes áreas del conocimiento. El aprendizaje basado en problemas (ABP o PBL) es una práctica educativa que desarrolla conocimientos y habilidades en estudiantes con valores culturales. Este estudio explica cómo el PBL con sus valores culturales puede desarrollar la creatividad en los estudiantes de pregrado, mediante el uso de estadística descriptiva cualitativa y cuantitativa y con un enfoque realista crítico. El estudio diseñó un marco teórico para estudiar el desarrollo del CDI desde el punto de vista de los principios del PBL y la influencia de la cultura de los estudiantes durante el trabajo del proyecto. Primero, explica la relación entre PBL y CDI con las dimensiones de aprendizaje de Illeris y la influencia intelectual sobre PBL de algunos autores en cómo ocurre el aprendizaje. Luego, las 4p’s de la creatividad explican la relación entre los CDI y los principios de aprendizaje del PBL. El marco conceptual utiliza las dimensiones del aprendizaje para comprender cómo los diferentes estudiantes aprenden en diversas prácticas educativas. Así mismo, el marco teórico se completa con un marco metodológico de cuatro etapas para procesar y analizar cuantitativamente los datos. La investigación también desarrolló el Cuestionario de Factores Culturales Revelados, QFR, que tiene 108 afirmaciones en una escala Likert de 1 a 5. Usó preguntas abiertas para diseñar declaraciones de dos grupos de estudiantes de dos universidades. El primer grupo entrevistó a 17/83 estudiantes del trabajo de proyecto del primer semestre de dos programas académicos en la Universidad de Aalborg en Dinamarca, cuya tradición en PBL se acerca a los 50 años. El segundo, con 8/19 entrevistas a estudiantes de un curso con una implementación de los principios de trabajo del modelo de Aalborg en la Universidad Nacional de Colombia, con un modelo educativo tradicionalmente centrado en el docente. El análisis utilizó respuestas textuales con Análisis Temático a 1262 minutos de transcripción literal. Luego lo aplicó a varios cursos para estudiar cultura. El QFR recopiló respuestas de una muestra independiente de 22 cursos seleccionados y 1183 estudiantes, luego se redujo a 12 cursos en el caso de participación no significativa, no completar la evaluación de creatividad o agruparlos por similitudes. Finalmente, el estudio describió esos cursos utilizando el triángulo de Illeris. El análisis de los datos QFR utilizó Componentes Principales, PCA y los valores asociados con el trabajo del proyecto, caracterizados individualmente y descritos de acuerdo con sus valores culturales sobre los principios de PBL. Luego, con las diferencias estadísticas de Kruskal Wallis, Conover-Iman y las direcciones de los ejes PCA encontró diferencias entre cursos. El instrumento para evaluar la creatividad fue CEDA (Creative Engineering Design Assessment), con pruebas a priori y a posterior aplicada en 1088 estudiantes de 16 cursos de ingeniería, de los cuales 14 participaron en el QFR. Se analizó la creatividad en función de la fluidez, flexibilidad, originalidad y utilidad de las ideas, utilizando el t-test y las estadísticas de Wilcoxon para establecer diferencias significativas antes y después del proyecto. El estudio encontró que el trabajo del proyecto como tema central aumentó la creatividad y que, en ninguno de los cursos estudiados, la creatividad disminuyó significativamente. De hecho, el desarrollo de la creatividad ocurre debido a cómo funciona el problema del proyecto en un modelo de PBL. El estudio encontró que la formulación del problema como tema central, el lugar donde los estudiantes realizan el proyecto y el estilo de colaboración grupal afectan la creatividad. El estudio también encontró, utilizando una transformación lineal novedosa entre los valores culturales del trabajo de proyectos en un curso visto desde los valores expuestos en otro curso, que los mecanismos culturales que operan en el PBL tienen un efecto directo o moderador sobre la creatividad. Este procedimiento encontró 15 orientaciones culturales operando como mecanismos y afectando el desarrollo de la creatividad con PBL. Con los resultados de este estudio, se puede investigar la implementación de modelos PBL en cualquier disciplina, a la vez que es útil para el desarrollo de estrategias para desarrollar la creatividad y llegar a soluciones creativas a los proyectos. Además, el marco metodológico demostró ser efectivo en el estudio de los valores culturales del trabajo del proyecto, pudiendo investigar otros temas fuera de la creatividad. (Texto tomado de la fuente).Creativity in Engineering Design (CDI) is a high-demand skill for performance in research, product, and process development. Society demands professionals who find and solve problems to integrate and apply knowledge and skills with creative solutions from collaborative work from different areas of knowledge. Problem-based Learning (PBL) is an educational practice developing knowledge and skills in students with cultural values. This study explains how PBL, with its cultural values, can develop creativity in undergraduate students, by using qualitative and quantitative descriptive statistics and with a Critical Realistic approach. The study designed a theoretical framework to study CDI development from the point of view of PBL principles and the influence of students' culture during project work. First, it explains the relationship between PBL and CDI with the Illeris learning dimensions and the intellectual influence on PBL of some authors in how learning happens. Then, the 4p's of creativity explain the relationship between CDIs and PBL learning principles. The conceptual framework uses the dimensions of learning to understand how different students learn in various educational practices. Likewise, the theoretical framework is completed with a four-stage methodological framework to quantitatively process and analyze the data. The research also developed the Questionnaire of Cultural Factors Revealed, QFR, with 108 statements on a 1-5 Likert scale. It used open-ended questions to design statements from two groups of students from two Universities. The first group interviewed 17/83 students from the first-semester project work of two academic programs at Aalborg University in Denmark, whose tradition in PBL is close to 50 years. The second, with 8/19 interviews with students of one course with an implementation of the working principles of the Aalborg model at the National University of Colombia, with an educational model traditionally centred on the teacher. The analysis used verbatim answers with Thematic Analysis to 1262 minutes of literal transcription. Then applied it to various courses to study culture. The QFR collected answers from an independent sample of 22 selected courses and 1183 students, then reduced to 12 courses in the case of non-significant participation or failure to complete the creativity assessment or grouped by similarities. Finally, the study described those courses by using the triangle of Illeris. The analysis of the QFR data used Principal Componentes, PCA and the values associated with the project work, individually characterized and described according to its cultural values about PBL principles. Then, with the Kruskal Wallis, Conover-Iman statistical differences, and PCA axis directions found differences between courses. The instrument to assess creativity was CEDA (Creative Engineering Design Assessment) by applying pretest and postest on 1088 students from 16 engineering courses, of which 14 participated in the QFR. Creativity was analyzed based on the fluency, flexibility, originality and usefulness of the ideas, using the t-test and Wilcoxon statistics to establish significant differences before and after the project. The study found that the project work as a central theme increased creativity and that, in none of the courses studied, creativity decreased significantly. Indeed, the development of creativity happens due to how the problem of the project function in a PBL model. The study found that the formulation of the problem as the central theme, the place where students do the project, and the style of group collaboration affect creativity. The study also found, using a novel linear transformation between the cultural values of project work in one course seen from the values exposed in another course, that the cultural mechanisms operating in the PBL have a direct or moderator effect on creativity. This procedure found 15 cultural orientations operating as mechanisms and affecting the development of creativity with PBL. With the results of this study, research can be carried out on the implementation of PBL models in any discipline, while it is helpful for the development of strategies to develop creativity and reach creative solutions to projects. Furthermore, the methodological framework proved effective in studying the cultural values of the project work, which could investigate other topics outside of creativity.Incluye anexosDoctoradoDoctor en IngenieríaDiseño en IngenieríaEducación en Ingenieríaxxxviii, 271 páginasapplication/pdfspaUniversidad Nacional de ColombiaBogotá - Ingeniería - Doctorado en Ingeniería - Ingeniería Mecánica y MecatrónicaDepartamento de Ingeniería Mecánica y MecatrónicaFacultad de IngenieríaBogotá, ColombiaUniversidad Nacional de Colombia - Sede Bogotá620 - Ingeniería y operaciones afinesCreative abilityProblem-based learningAptitud creativaProblemas basados en el aprendizajeCreatividadAprendizaje basado en problemasTrabajo del proyectoCulturaEquipoValoresDiseñoEducaciónCuestionario QFRPBLCreativityCultureTeamValuesEducationOrganizational cultureProject-workQFR questionnaireProblem based learningEngineering designDiseño industrialIndustrial designEstudio de la creatividad en diseño en ingeniería en Aprendizaje Basado en ProyectosStudy of creativity in engineering design in Project Based LearningTrabajo de grado - Doctoradoinfo:eu-repo/semantics/doctoralThesisinfo:eu-repo/semantics/acceptedVersionhttp://purl.org/coar/resource_type/c_db06Texthttp://purl.org/redcol/resource_type/TDAalborg University (2015), ‘PBL- The Aalborg Model’.Aalto University (2020), ‘PBL South Asia - Aalto Global Impact’. 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