Didactic units in physics as learning enhancers for engineering students
The aim of this study was to design and implement teaching units in classical physics and to measure their impact on the learning processes of engineering students. The design of the didactic units was based on knowledge of previous ideas and on the identification of student learning styles. The obj...
- Autores:
-
Jimenez, Francy N.
Beleño, Ligia
Agudelo, Jairo de J.
Muñiz, Jorge L.
- Tipo de recurso:
- Fecha de publicación:
- 2020
- Institución:
- Universidad Tecnológica de Bolívar
- Repositorio:
- Repositorio Institucional UTB
- Idioma:
- spa
- OAI Identifier:
- oai:repositorio.utb.edu.co:20.500.12585/12129
- Acceso en línea:
- https://hdl.handle.net/20.500.12585/12129
- Palabra clave:
- Problem-Based Learning;
Medical Students;
Medical Education
LEMB
- Rights
- openAccess
- License
- http://creativecommons.org/licenses/by-nc-nd/4.0/
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Didactic units in physics as learning enhancers for engineering students |
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Unidades didácticas en física como potenciadores del aprendizaje en estudiantes de ingeniería |
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Didactic units in physics as learning enhancers for engineering students |
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Didactic units in physics as learning enhancers for engineering students Problem-Based Learning; Medical Students; Medical Education LEMB |
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Didactic units in physics as learning enhancers for engineering students |
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Didactic units in physics as learning enhancers for engineering students |
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Didactic units in physics as learning enhancers for engineering students |
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Didactic units in physics as learning enhancers for engineering students |
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Didactic units in physics as learning enhancers for engineering students |
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Jimenez, Francy N. Beleño, Ligia Agudelo, Jairo de J. Muñiz, Jorge L. |
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Jimenez, Francy N. Beleño, Ligia Agudelo, Jairo de J. Muñiz, Jorge L. |
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Problem-Based Learning; Medical Students; Medical Education |
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Problem-Based Learning; Medical Students; Medical Education LEMB |
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LEMB |
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The aim of this study was to design and implement teaching units in classical physics and to measure their impact on the learning processes of engineering students. The design of the didactic units was based on knowledge of previous ideas and on the identification of student learning styles. The objectives, the contents, and the learning and evaluation activities were defined to enhance preferences for different learning styles. This was implemented with engineering students from four Colombian cities. The results show that using didactic units favoured the development of reflexive and pragmatic learning styles, and not exclusively theoretical learning styles, which were identified as preferred. The use of this methodology favoured student participation, knowledge and empowerment of student learning styles, teamwork, communication skills development, and autonomous and responsible work. © 2020, Formacion Universitaria.All Rights Reserved |
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2020 |
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2020 |
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2023-07-18T19:25:48Z |
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2023-07-18T19:25:48Z |
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2023 |
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Jimenez, F. N., Beleño, L., Agudelo, J. D. J., & Muñiz, J. L. (2020). Unidades didácticas en física como potenciadores del aprendizaje en estudiantes de ingeniería. Formación universitaria, 13(6), 143-154. |
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https://hdl.handle.net/20.500.12585/12129 |
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10.4067/S0718-50062020000600143 |
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Universidad Tecnológica de Bolívar |
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Repositorio Universidad Tecnológica de Bolívar |
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Jimenez, F. N., Beleño, L., Agudelo, J. D. J., & Muñiz, J. L. (2020). Unidades didácticas en física como potenciadores del aprendizaje en estudiantes de ingeniería. Formación universitaria, 13(6), 143-154. 10.4067/S0718-50062020000600143 Universidad Tecnológica de Bolívar Repositorio Universidad Tecnológica de Bolívar |
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Jimenez, Francy N.e265eb77-7642-4b92-a78e-af5493218dacBeleño, Ligia5d9ea8bc-fca8-424b-aaf9-743f3e17ba93Agudelo, Jairo de J.cd52cc1f-dbdf-45a7-a98a-29c2d5429a2bMuñiz, Jorge L.dc4c7471-9e86-4743-b034-133607b01e522023-07-18T19:25:48Z2023-07-18T19:25:48Z20202023Jimenez, F. N., Beleño, L., Agudelo, J. D. J., & Muñiz, J. L. (2020). Unidades didácticas en física como potenciadores del aprendizaje en estudiantes de ingeniería. Formación universitaria, 13(6), 143-154.https://hdl.handle.net/20.500.12585/1212910.4067/S0718-50062020000600143Universidad Tecnológica de BolívarRepositorio Universidad Tecnológica de BolívarThe aim of this study was to design and implement teaching units in classical physics and to measure their impact on the learning processes of engineering students. The design of the didactic units was based on knowledge of previous ideas and on the identification of student learning styles. The objectives, the contents, and the learning and evaluation activities were defined to enhance preferences for different learning styles. This was implemented with engineering students from four Colombian cities. The results show that using didactic units favoured the development of reflexive and pragmatic learning styles, and not exclusively theoretical learning styles, which were identified as preferred. The use of this methodology favoured student participation, knowledge and empowerment of student learning styles, teamwork, communication skills development, and autonomous and responsible work. © 2020, Formacion Universitaria.All Rights Reserved12 páginasapplication/pdfspahttp://creativecommons.org/licenses/by-nc-nd/4.0/info:eu-repo/semantics/openAccessAttribution-NonCommercial-NoDerivatives 4.0 Internacionalhttp://purl.org/coar/access_right/c_abf2Formacion UniversitariaDidactic units in physics as learning enhancers for engineering studentsUnidades didácticas en física como potenciadores del aprendizaje en estudiantes de ingenieríainfo:eu-repo/semantics/articleinfo:eu-repo/semantics/drafthttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/version/c_b1a7d7d4d402bccehttp://purl.org/coar/resource_type/c_2df8fbb1Problem-Based Learning;Medical Students;Medical EducationLEMBCartagena de IndiasAl Shaikh, A., Aldarmahi, A.A., AL-Sanie, E., Subahi, A., Ahmed, M.E., Hydrie, M.Z., Al-Jifree, H. Learning styles and satisfaction with educational activities of Saudi Health Science University Students (2019) Journal of Taibah University Medical Sciences, 14 (5), pp. 418-424. Cited 10 times. http://www.elsevier.com/journals/journal-of-taibah-university-medical-sciences/1658-3612 doi: 10.1016/j.jtumed.2019.07.002Alducin-Ochoa, J.M., Vázquez-Martínez, A.I. Autoevaluación de Conocimientos Previos y Rendimiento según Estilos deAlducin-Ochoa, J.M., Vázquez-Martínez, A.I. Self-assessment of knowledge and academic performance according to learning styles in a university degree of building construction (2016) Formacion Universitaria, 9 (2), pp. 29-40. Cited 7 times. http://www.scielo.cl/scielo.php?script=sci_pdf&pid=S0718-50062016000200004&lng=en&nrm=iso&tlng=es doi: 10.4067/S0718-50062016000200004Alyahyan, E., Düştegör, D. Predicting academic success in higher education: literature review and best practices (2020) International Journal of Educational Technology in Higher Education, 17 (1), art. no. 3. Cited 152 times. http://link.springer.com/journal/volumesAndIssues/41239 doi: 10.1186/s41239-020-0177-7Alonso, C., Gallego, D., Honey, P. (2006) Los estilos de aprendizaje: Procedimientos de diagnóstico y mejora. Cited 210 times. ISBN: 978-84-271-1914-7, Ediciones Mensajero, 7a edición, Bilbao, EspañaAusín, V., Abella, V., Delgado, V., Hortigüela, D. Project-based learning through ICT. An experience of teaching innovation from university classrooms (2016) Formacion Universitaria, 9 (3), pp. 31-38. Cited 50 times. http://www.scielo.cl/pdf/formuniv/v9n3/art05.pdf doi: 10.4067/S0718-50062016000300005Ayaz, M.F., Söylemez, M. The effect of the project-based learning approach on the academic achievements of the students in science classes in Turkey: A meta-analysis study (2015) Egitim ve Bilim, 40 (178), pp. 255-283. Cited 16 times. http://egitimvebilim.ted.org.tr/index.php/EB/article/download/4000/1016 doi: 10.15390/EB.2015.4000Beier, M.E., Kim, M.H., Saterbak, A., Leautaud, V., Bishnoi, S., Gilberto, J.M. The effect of authentic project-based learning on attitudes and career aspirations in STEM (2019) Journal of Research in Science Teaching, 56 (1), pp. 3-23. Cited 102 times. http://onlinelibrary.wiley.com/journal/10.1002/(ISSN)1098-2736 doi: 10.1002/tea.21465Bigozzi, L., Tarchi, C., Fiorentini, C., Falsini, P., Stefanelli, F. The influence of teaching approach on students' conceptual learning in physics (2018) Frontiers in Psychology, 9 (DEC), art. no. 2474. Cited 13 times. https://www.frontiersin.org/articles/10.3389/fpsyg.2018.02474/full doi: 10.3389/fpsyg.2018.02474Bloom, K.C., Hough, M.C. Student satisfaction with technology-enhanced learning. (2003) Computers, informatics, nursing : CIN, 21 (5), pp. 241-246; quiz 247-248. Cited 25 times. doi: 10.1097/00024665-200309000-00011Cañas, F., Lazo, L., Carcamo, C. Chemistry learning with application of the zone of proximal development and use of conceptual maps in the chemistry lab (2016) Journal of the Chilean Chemical Society, 61 (1), pp. 2757-2762. http://www.scielo.cl/pdf/jcchems/v61n1/art02.pdf doi: 10.4067/S0717-97072016000100002Cohen, J. (1988) Statistical Power Analysis for the Behavioral Sciences. Cited 135260 times. ISBN 0-8058-0283-5, 2a edition. Hillsdale, NJ: ErlbaumCollazos, H.F., Castrillón, O.D. Methodology for the teaching of oscillatory motion using computer simulation (2019) Informacion Tecnologica, 30 (4), pp. 165-179. Cited 2 times. https://scielo.conicyt.cl/pdf/infotec/v30n4/0718-0764-infotec-30-04-00165.pdf doi: 10.4067/S0718-07642019000400165Coma-Rosello, T., Aguelo-Arguis, A., Alvarez, P., Sanz, C., Baldassarri, S. Analysis of Innovative Approaches in the Class Using Conceptual Maps and Considering the Learning Styles of Students (2018) Revista Iberoamericana de Tecnologias del Aprendizaje, 13 (4), art. no. 8532120, pp. 120-129. Cited 4 times. http://rita.det.uvigo.es/ doi: 10.1109/RITA.2018.2879388Falloon, G. Using simulations to teach young students science concepts: An Experiential Learning theoretical analysis (Open Access) (2019) Computers and Education, 135, pp. 138-159. Cited 71 times. http://www.journals.elsevier.com/computers-and-education/ doi: 10.1016/j.compedu.2019.03.001García-Merino, J.D., Urionabarrenetxea, S., Bañales-Mallo, A. Changes in teaching and assessment methodologies: Do they improve student performance in universities? 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