Learning from complementary ways of developing experimental competences

  1. LIMA, Natércia Maria 1
  2. VIEGAS, Maria Clara 1
  3. GARCÍA-PEÑALVO, Francisco José 2
  1. 1 Instituto Politécnico do Porto
    info

    Instituto Politécnico do Porto

    Oporto, Portugal

    ROR https://ror.org/04988re48

  2. 2 Universidad de Salamanca
    info

    Universidad de Salamanca

    Salamanca, España

    ROR https://ror.org/02f40zc51

Revista:
Education in the knowledge society (EKS)

ISSN: 2444-8729,  1138-9737

Año de publicación: 2017

Volumen: 18

Número: 1

Páginas: 63-74

Tipo: Artículo

DOI: 10.14201/EKS20171816374 DIALNET GOOGLE SCHOLAR lock_openAcceso abierto editor

Otras publicaciones en: Education in the knowledge society (EKS)

Resumen

La educación en ingeniería tiene sólidas necesidades de desarrollo de competencias experimentales. Hoy en día estas competencias pueden desarrollarse no solo en los laboratorios tradicionales (hands-on), sino también a través de simulaciones y laboratorios remotos. El uso de métodos diversificados en la educación y la exploración de nuevos recursos y técnicas en el aula puede permitir que los maestros motiven a más estudiantes y capten su atención. El objetivo principal de este diseño es comprender mejor los efectos sobre los resultados de aprendizaje de los estudiantes en diferentes contextos (país, tipo de institución, etc.), cuando están sujetos a enfoques de diseño similares utilizando una metodología de enseñanza y aprendizaje basada en la investigación. Esta metodología emplea el uso simultáneo de recursos experimentales (handson, simulaciones y laboratorios remotos) junto con cálculo, en clase y en evaluación. Para lograr este objetivo, hay que tener en cuenta varios puntos de vista, como la mediación de los profesores en cada caso y las adaptaciones didácticas, además de factores externos, como por ejemplo los factores socioculturales y/o políticos.

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Información de financiación

The authors would like to acknowledge the support of the VISIR Community as well as the financial support provided by the Foundation for Science and Technology Project, FCT UID/EQU/00305/2013. This research work is made within the University of Salamanca PhD Program on Education in the Knowledge Society

Financiadores

  • Foundation for Science and Technology Project
    • FCT UID/EQU/00305/2013

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Fuente de los datos: Dialnet