Pedagogical intervention based on principles of Active Learning in the students of the subject of Fundamentos de Termodinámica of the career of Ingeniería Mecatrónica of the Instituto Tecnológico Superior de Tantoyuca
DOI:
https://doi.org/10.63728/riisds.v4i1.268Keywords:
pedagogical intervention, active learningAbstract
During the school processes undoubtedly there are students subject to traditional teaching methods; that is, a teacher (who knows), a study content (usually unique) and a student who listens and waits for instructions to follow. It should be noted that the prototype to be designed will be developed by 7 teams of 5 students and a team of 4 students, according to the theme of the first unit, above, of the subject "Fundamentals of Thermodynamics" and according to the search for a viable technological solution. The development of the activity will be carried out during two weeks in the month of March 2018. The financial resource to be expended is minimal because the Electronics laboratory has the necessary requirements and electronic equipment to carry out the research. The type of evaluation that will be implemented will be a hetero-evaluation that allows taking into account the points of view of those involved, the teacher, the student's self-assessment, and the peer assessment of the teammates. The evaluation will be carried out at the end of the activity. The instruments that will be used to obtain the results according to the mixed approach proposed will be a checklist and a multiple-choice written test.
References
Bausela, E.(1992). La docencia a través de la investigación–acción. Revista Iberoamericana de Educación, 20/, 7-36.
Chirino, V, Ramos A. Lozano A. (2014, Diciembre). Reenfocando el aprendizaje activo hacia un modelo de aula invertida. Pautas para la acción docente. Trabajo presentado en las memorias del Primer Congreso Internacional de Innovación Educativa. Tecnológico de Monterrey. México.
Esteve, F. y Gisbert, M. (2011). El nuevo paradigma de aprendizaje y las nuevas tecnologías, Revista de Docencia Universitaria, 9(3), 55-73.
Huber, L. (2008). Aprendizaje activo y metodologías educativas, Revista de Educación, (1), 59-81, doi: 10.4438/1988-592X-0034-8082-RE
Johnson, D. W.; Johnson, R. T. y Smith, K. (1998). “Cooperative learning returns to college: what evidences is there that it Works?, Change, Vol. 30, pp. 26-35.
Johnson, B. y Onwuegbuzie, A. (2004). Mixed Methods Research: A Research Paradigm Whose Time Has Come. Educational Researcher, 33 (7), 14-26. Recuperado de http://edr.sagepub.com/cgi/content/abstract/33/7/14
Koo, L. (1999). Learning Action Learning.Journal of workplace learning.11 (3), 89-94, doi: 10.1108/13665629910264244
Salemi, M. K. (2002) “An illustrated case for active learning”, The Southern Economic Journal, Vol. 68, No. 3, pp. 721-731.
Sierra-Gómez, H. (2013). El aprendizaje activo como mejora de las actitudes de los estudiantes hacia el aprendizaje. Tesis para la obtención de grado de Maestra. Universidad Politécnica de Navarrea.
Touriñan, J. (2011). Intervención Educativa, Intervención Pedagógica y Educación,Revista Portuguesa de Pedagogía. Extra-Serie, La Mirada Pedagógica. (1), 283-307.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2018 Revista Interdisciplinaria de Ingeniería Sustentable y Desarrollo Social
This work is licensed under a Creative Commons Attribution 4.0 International License.
