Propuesta de estrategia didáctica para la enseñanza de la teoría y la práctica del control de sistemas dinámicos integrando los estilos de aprendizaje.

ilustraciones

Autores:: Rojas Palacio, Cinthia Viviana

Tipo de recurso:

Fecha de publicación:: 2021

Institución:: Universidad Nacional de Colombia

Repositorio:: Universidad Nacional de Colombia

Idioma:: spa

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dc.title.spa.fl_str_mv	Propuesta de estrategia didáctica para la enseñanza de la teoría y la práctica del control de sistemas dinámicos integrando los estilos de aprendizaje.
dc.title.translated.eng.fl_str_mv	Proposal of a didactic strategy for teaching the theory and practice of dynamic systems control integrating learning styles.
title	Propuesta de estrategia didáctica para la enseñanza de la teoría y la práctica del control de sistemas dinámicos integrando los estilos de aprendizaje.
spellingShingle	Propuesta de estrategia didáctica para la enseñanza de la teoría y la práctica del control de sistemas dinámicos integrando los estilos de aprendizaje. 620 - Ingeniería y operaciones afines::629 - Otras ramas de la ingeniería 370 - Educación::378 - Educación superior (Educación terciaria) <Sistemas dinámicos - Enseñanza superior Control de sistemas Estilos de aprendizaje Educación en ingeniería Laboratorio Metodología educativa activa Estrategia didáctica Control systems Learning styles Didactic strategies Engineering education Laboratory Active methodologies
title_short	Propuesta de estrategia didáctica para la enseñanza de la teoría y la práctica del control de sistemas dinámicos integrando los estilos de aprendizaje.
title_full	Propuesta de estrategia didáctica para la enseñanza de la teoría y la práctica del control de sistemas dinámicos integrando los estilos de aprendizaje.
title_fullStr	Propuesta de estrategia didáctica para la enseñanza de la teoría y la práctica del control de sistemas dinámicos integrando los estilos de aprendizaje.
title_full_unstemmed	Propuesta de estrategia didáctica para la enseñanza de la teoría y la práctica del control de sistemas dinámicos integrando los estilos de aprendizaje.
title_sort	Propuesta de estrategia didáctica para la enseñanza de la teoría y la práctica del control de sistemas dinámicos integrando los estilos de aprendizaje.
dc.creator.fl_str_mv	Rojas Palacio, Cinthia Viviana
dc.contributor.advisor.none.fl_str_mv	Arango Zuluaga, Eliana Isabel Botero Castro, Héctor Antonio
dc.contributor.author.none.fl_str_mv	Rojas Palacio, Cinthia Viviana
dc.subject.ddc.spa.fl_str_mv	620 - Ingeniería y operaciones afines::629 - Otras ramas de la ingeniería 370 - Educación::378 - Educación superior (Educación terciaria)
topic	620 - Ingeniería y operaciones afines::629 - Otras ramas de la ingeniería 370 - Educación::378 - Educación superior (Educación terciaria) <Sistemas dinámicos - Enseñanza superior Control de sistemas Estilos de aprendizaje Educación en ingeniería Laboratorio Metodología educativa activa Estrategia didáctica Control systems Learning styles Didactic strategies Engineering education Laboratory Active methodologies
dc.subject.lemb.none.fl_str_mv	<Sistemas dinámicos - Enseñanza superior
dc.subject.proposal.spa.fl_str_mv	Control de sistemas Estilos de aprendizaje Educación en ingeniería Laboratorio Metodología educativa activa Estrategia didáctica
dc.subject.proposal.eng.fl_str_mv	Control systems Learning styles Didactic strategies Engineering education Laboratory Active methodologies
description	ilustraciones
publishDate	2021
dc.date.accessioned.none.fl_str_mv	2021-08-27T15:25:59Z
dc.date.available.none.fl_str_mv	2021-08-27T15:25:59Z
dc.date.issued.none.fl_str_mv	2021-08
dc.type.spa.fl_str_mv	Trabajo de grado - Maestría
dc.type.driver.spa.fl_str_mv	info:eu-repo/semantics/masterThesis
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dc.type.content.spa.fl_str_mv	Text
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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/80042 https://repositorio.unal.edu.co/
identifier_str_mv	Universidad Nacional de Colombia Repositorio Institucional Universidad Nacional de Colombia
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Paidós. https://books.google.com.co/books?id=hQZJPgAACAAJ LaForce, M., Noble, E., & Blackwell, C. (2017). Problem-Based Learning (PBL) and Student Interest in STEM Careers: The Roles of Motivation and Ability Beliefs. In Education Sciences (Vol. 7, Issue 4). https://doi.org/10.3390/educsci7040092 Lee, C.-S., Su, J.-H., Hsieh, C.-C., Lin, K.-E., Chang, J.-H., & Lin, G.-H. (2008). A Hands-on Laboratory for Introductory Automatic Control Courses. IFAC Proceedings Volumes, 41(2), 9737–9742. https://doi.org/https://doi.org/10.3182/20080706-5-KR-1001.01647 Leš, M., & Svečko, R. (2001). Teaching control systems theory using linear systems education tool. 2001 European Control Conference (ECC), 3326–3331. https://doi.org/10.23919/ECC.2001.7076446 Mahasneh, A. M., & Alwan, A. F. (2018). The Effect of Project-Based Learning on Student Teacher Self-Efficacy and Achievement. International Journal of Instruction, 11(3), 511–524. Mahmoud, A., & Nagy, Z. K. (2009). 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(2011). Implementing Motivational Features in Reactive Blended Learning: Application to an Introductory Control Engineering Course. IEEE Transactions on Education, 54(4), 619–627. https://doi.org/10.1109/TE.2010.2102028 Méndez, J. A., Lorenzo, C., Acosta, L., Torres, S., & González, E. (2006). A web-based tool for control engineering teaching. Computer Applications in Engineering Education, 14(3), 178–187. https://doi.org/https://doi.org/10.1002/cae.20080 Mohammad Rasouli, Robert Weissback, Deryck Yeung, . (2017). Introducing advanced control methods to undergraduates using a state space model of a synchronous generator. Journal of Engineering Technology. Moor, S. S., & Piergiovanni, P. (2003). Experiments in the classroom: Examples of inductive learning with classroom-friendly laboratory kits. ASEE Annual Conference Proceedings. https://doi.org/10.18260/1-2--11569 Muñoz Ochoa, P. L. (2018). Estrategias de enseñanza y aprendizaje en el área de control de procesos. 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dc.format.extent.spa.fl_str_mv	xiv, 117 páginas
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dc.publisher.spa.fl_str_mv	Universidad Nacional de Colombia
dc.publisher.program.spa.fl_str_mv	Medellín - Minas - Maestría en Ingeniería - Automatización Industrial
dc.publisher.department.spa.fl_str_mv	Departamento de Ingeniería Eléctrica y Automática
dc.publisher.faculty.spa.fl_str_mv	Facultad de Minas
dc.publisher.place.spa.fl_str_mv	Medellín
dc.publisher.branch.spa.fl_str_mv	Universidad Nacional de Colombia - Sede Medellín
institution	Universidad Nacional de Colombia
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spelling	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_abf2Arango Zuluaga, Eliana Isabel2f4f4b69eda1eae9eba37cfdd407b7aa600Botero Castro, Héctor Antoniod95d03cdfdc6f8687d79673fee0b951c600Rojas Palacio, Cinthia Viviana6fe094cda085c9cc417edd932fe2be996002021-08-27T15:25:59Z2021-08-27T15:25:59Z2021-08https://repositorio.unal.edu.co/handle/unal/80042Universidad Nacional de ColombiaRepositorio Institucional Universidad Nacional de Colombiahttps://repositorio.unal.edu.co/ilustracionesEsta tesis surge de la necesidad de establecer una conexión entre metodologías educativas y los estilos de aprendizaje de los estudiantes para que logren comprender conceptos con alto nivel de abstracción como los conceptos de control. Para ello, se diseñaron estrategias didácticas orientadas a laboratorio, para cuatro conceptos de control de sistemas dinámicos, integrando metodologías educativas activas y el estilo de aprendizaje de Felder y Silverman. Los conceptos seleccionados fueron: Efecto de las acciones de control Proporcional Integral Derivativa (PID), linealización y punto de operación, efectos de la realimentación y respuesta en el tiempo. Para cada concepto se diseñó una guía de laboratorio, una rúbrica por competencias y una encuesta de percepción, las cuales fueron implementadas en el curso Control: Entrada-Salida de la Universidad Nacional de Colombia Sede Medellín, en tres periodos académicos. En cuanto a los resultados de la aplicación del instrumento de diagnóstico de estilos de aprendizaje, se obtuvo que, de los 62 estudiantes que participaron en el estudio el 74% posee un estilo sensitivo, el 58% un estilo activo, el 84% un estilo visual y el 58% un estilo secuencial, por tanto, los estilos sensitivo y visual fueron los predominantes entre los estudiantes. A partir de estos resultados y, a través de pruebas de Chi-Cuadrada y de una porción, se validó que para este caso de estudio la premisa de Felder y Silverman acerca de los estilos de aprendizaje de los ingenieros sólo es verdadera para el estilo visual y sensitivo; y con respecto a los niveles de preferencia de cada estilo de aprendizaje, solo el estilo visual obtuvo una tendencia a preferencia moderada con el 53% de los estudiantes, los demás estilos obtuvieron una tendencia a una preferencia leve. Por otra parte, al aplicar la estrategia didáctica diseñada que tiene en cuenta los estilos de aprendizaje de los estudiantes, se obtuvieron los siguientes resultados: El 88% de los estudiantes aprobó la sesión de efectos de las acciones de control PID, el 89% aprobó la sesión de linealización y punto de operación, y el 100% aprobaron las sesiones de efectos de la realimentación y respuesta en el tiempo; y según las encuestas de percepción el 83% de los estudiantes tuvo claridad del concepto efectos de las acciones de control, el 94% tuvo claridad del concepto de punto de operación, el 97% obtuvo claridad del concepto de linealización, y al 76% les quedó claro el concepto de efectos de la realimentación gracias a la guía de laboratorio. Por tanto, las estrategias didácticas diseñadas fueron pertinentes para la enseñanza de los cuatro conceptos seleccionados. (Texto tomado de la fuente)This thesis results from the need to establish a connection between educational methodologies and students' learning styles so that they can understand concepts with a high level of abstraction such as control concepts. For this, didactic strategies with a laboratory approach were designed for four concepts of control systems integrating active methodologies and Felder and Silverman’s learning style. The selected concepts were: Effect of Proportional Integral Derivative (PID) control actions, linearization and operating point, effects of feedback and time response. A laboratory guide, a rubric by competences and a perception survey were designed for each concept, which were implemented in the course Control: Entrada – Salida in three academic periods at Universidad Nacional de Colombia in Medellín. As a result, it was obtained that 62 students participated in the study and 74% of the students had a sensitive style, 58% of the students had an active style, 84% of the students had a visual style and 58% of the students had a sequential style. So, the sensitive and visual styles were the predominant among students. Also, through Chi-Square and One-Portion tests, it was validated that the Felder and Silverman premise about the learning styles of engineers is only true for the visual and sensitive style. Regarding the levels of preference for each style only the visual style had a tendency to moderate preference with 53% of the students, the other styles had a tendency to a slight preference. According to the didactic strategy designed, it was obtained that 88% of the students passed the session on the effects of the PID control actions, 89% of the students passed the linearization and operating point session, and 100% of the students passed the feedback effects and time response sessions. Finally, according to the perception surveys 83% of the students had clarity of the concept of the effects of the PID control actions, 94% of the students had clarity of the concept of operating point, 97% of the students had clarity of the concept of linearization, and 76% of the students had clarity of the concept of feedback effects due to the lab guide. Therefore, the didactic strategies designed were relevant for the teaching of the four selected concepts. (Texto tomado de la fuente)MaestríaMagíster en Ingeniería - Automatización IndustrialEducación en Ingenieríaxiv, 117 páginasapplication/pdfspaUniversidad Nacional de ColombiaMedellín - Minas - Maestría en Ingeniería - Automatización IndustrialDepartamento de Ingeniería Eléctrica y AutomáticaFacultad de MinasMedellínUniversidad Nacional de Colombia - Sede Medellín620 - Ingeniería y operaciones afines::629 - Otras ramas de la ingeniería370 - Educación::378 - Educación superior (Educación terciaria)<Sistemas dinámicos - Enseñanza superiorControl de sistemasEstilos de aprendizajeEducación en ingenieríaLaboratorioMetodología educativa activaEstrategia didácticaControl systemsLearning stylesDidactic strategiesEngineering educationLaboratoryActive methodologiesPropuesta de estrategia didáctica para la enseñanza de la teoría y la práctica del control de sistemas dinámicos integrando los estilos de aprendizaje.Proposal of a didactic strategy for teaching the theory and practice of dynamic systems control integrating learning styles.Trabajo de grado - Maestríainfo:eu-repo/semantics/masterThesisinfo:eu-repo/semantics/acceptedVersionTexthttp://purl.org/redcol/resource_type/TMAlonso, C., Gallego, D., & Honey, P. 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The realization of Automatic Control Theory virtual experiment system based on LabVIEW and MATLAB. 2010 International Conference On Computer Design and Applications, 3, V3-47-V3-50. https://doi.org/10.1109/ICCDA.2010.5541233EspecializadaLICENSElicense.txtlicense.txttext/plain; charset=utf-83964https://repositorio.unal.edu.co/bitstream/unal/80042/1/license.txtcccfe52f796b7c63423298c2d3365fc6MD51ORIGINAL1035861823.2021.pdf1035861823.2021.pdfTesis de Maestría en Ingeniería - Automatización Industrialapplication/pdf2024525https://repositorio.unal.edu.co/bitstream/unal/80042/4/1035861823.2021.pdf7f9488f331f2792e452eebcc878169abMD54CC-LICENSElicense_rdflicense_rdfapplication/rdf+xml; charset=utf-8805https://repositorio.unal.edu.co/bitstream/unal/80042/5/license_rdf4460e5956bc1d1639be9ae6146a50347MD55THUMBNAIL1035861823.2021.pdf.jpg1035861823.2021.pdf.jpgGenerated 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Propuesta de estrategia didáctica para la enseñanza de la teoría y la práctica del control de sistemas dinámicos integrando los estilos de aprendizaje.

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