Search

Teaching in engineering courses can be improved by the knowledge of learning styles. Teaching practices understand are important to incorporate them efficiently in the classroom, looking for their strengths and distributing the similarities and differences between them. The proposed work investigated the predominant learning styles of students in a subject in the Sanitary and Environmental Engineering course using the Felder-Silverman method and applied teaching techniques to reach all students styles. The results indicate preferentially active, sensory, visual and sequential students, but with several variations, it is important to conduct modifications and improvements in the teaching method to achieve the maximum of all the styles observed. The subject was added practical classes in the field and computer lab, technical visits, activity reports and many motivational practices. In addition, modifications were made to the course evaluation process, which provided a higher level of learning, reflecting the increase in the number of approved students in relation to the previous semesters, reaching 90% of class approval. El conocimiento de los estilos de aprendizaje puede ser un factor crucial para ayudar a mejorar la enseñanza en los cursos de ingeniería. Entender los instrumentos que son usados en las prácticas de la enseñanza es vital para incorporarlos de manera eficiente en el salón, trabajando sus puntos fuertes y distribuyendo las semejanzas y diferencias entre ellos. El trabajo propuesto investigó los estilos de aprendizaje predominantes de los estudiantes de una disciplina en el curso de Ingeniería Sanitaria y Ambiental utilizando el método Felder-Silverman y técnicas de enseñanza aplicadas para llegar a todos los estilos de los estudiantes. Los resultados indican estudiantes preferentemente activos, sensoriales, visuales y secuenciales, pero con varias variaciones, es importante realizar modificaciones y mejoras en el método de enseñanza para lograr el máximo de todos los estilos observados. A la disciplina se le sumaron clases prácticas en campo y laboratorio de computación, visitas técnicas, informes de actividades y muchas prácticas motivacionales. Además, se realizaron modificaciones en el proceso de evaluación de cursos, que brindó un mayor nivel de aprendizaje, reflejando el incremento en el número de alumnos aprobados en relación a los semestres anteriores, alcanzando el 90% de aprobación de la clase. O conhecimento dos estilos de aprendizagem pode ser um fator crucial para auxiliar no aprimoramento do ensino nos cursos de engenharia. Entender os instrumentos que são utilizados nas práticas de ensino é vital para incorporá-los de maneira eficiente em sala, trabalhando seus pontos fortes e distribuindo as semelhanças e diferenças entre eles. O trabalho proposto investigou os Estilos de Aprendizagem predominantes dos alunos de uma disciplina do curso de Engenharia Sanitária e Ambiental usando o método de Felder-Silverman e aplicou técnicas de ensino para atingir todos os estilos dos estudantes. Os resultados indicam alunos preferencialmente ativos, sensoriais, visuais e sequenciais, porém com diversas variações, sendo importante conduzir modificações e aperfeiçoamentos no método de ensino para atingir ao máximo todos os estilos observados. A disciplina foi acrescentada aulas práticas em campo e laboratório de informática, visitas técnicas, relatórios de atividades e muitas práticas motivacionais. Adicionalmente foram realizadas modificações no processo avaliativo do curso que proporcionaram um maior nível de aprendizado refletindo na elevação do número de aprovados em relação aos semestres anteriores, chegando a 90% de aprovação da turma.

Ingeniería didáctica y su influencia en el aprendizaje de funciones en los estudiantes de la Universidad Nacional Micaela Bastidas de Apurímac Didactic engineering and his influence on learning of functions in the students of the National University of Apurimac´s Micaela Bastidas Alejandro Manuel Ecos Espino Universidad Nacional Micaela Bastidas de Apurímac, Av. Arenas 123, Abancay, Apurímac DOI: https://doi.org/10.33017/RevECIPeru2013.0012/ Resumen En esta investigación se presentan los resultados de la aplicación de una ingeniería didáctica, diseñada con el objetivo de mejorar el aprendizaje del concepto de función en los estudiantes de la Universidad Nacional Micaela Bastidas de Apurímac. Para el diseño de la ingeniería se tomó como marco de referencia la Teoría de las Situaciones Didácticas propuesta por G. Brosseau y la Teoría de los Registros de Representación Semiótica planteada por R. Duval. Se llevó a cabo un análisis cognitivo sobre las concepciones de los estudiantes en relación al concepto de función; un análisis didáctico sobre la forma como se trataba este concepto en los planes de estudio y en los libros de texto; y un análisis epistemológico para identificar como el concepto fue evolucionando hasta llegar a una definición más elaborada. El análisis anterior permitió la identificación de las variables significativas a evaluar, así como el diseño de 6 situaciones didácticas que fueron trabajadas con los estudiantes. El proceso de experimentación se llevó a cabo con la participación de los estudiantes del primer ciclo de estudios de la Escuela académico Profesional de Ingeniería Agroindustrial, a los cuales se les aplicó inicialmente un pre test; y un post test después de la experimentación. Los resultados obtenidos nos muestran que la aplicación de la ingeniería didáctica permitió mejorar significativamente el aprendizaje de los estudiantes sobre el concepto de función, en relación al manejo de los registros de representación verbal, tabular, gráfica y algebraica, con un 95% de confianza, validada a través de la prueba estadística T de Students. Además, se verificó que la aplicación de la ingeniería didáctica permitió al 91% de los estudiantes superar el nivel regular de aprendizaje, así como mejorar las diferentes habilidades que le permiten realizar conversiones entre los distintos registros de representación del concepto de función, tales como: interpretación de gráficas, interpretación de fórmulas, realizar ajustes numéricos, calcular valores, entre otros. Descriptores: Ingeniería Didáctica, Representación, Función. Abstract This research presents the results of the application of a didactic engineering, designed with the aim of improving learning the concept of function in students of the National University of Apurimac Micaela Bastidas. For engineering design took as reference the Theory of Didactic Situations proposed by G. Brosseau and the Theory of Semiotics Representation Records posed by R. Duval. They conducted a cognitive analysis of the conceptions of students regarding the concept of function, a training analysis on how this concept was in the curricula and textbooks, and an epistemological analysis to identify how the concept was to evolve into a more elaborate definition. The above analysis allowed the identification of significant variables and evaluate the design of six teaching situations were worked with students. The experimental process was carried out with the participation of students of lower academic studies at the School of Engineering Professional Agroindustrial, to which they are initially applied a pre-test, and post test after experimentation. The results obtained show that the application of didactic engineering allowed significantly improve student learning about the concept of function in relation to the management of records of verbal representation, tabular, graphical and algebraic, with 95 % confidence, validated through the test statistic T Students. Furthermore, it was verified that the application of didactic engineering allowed the 91 % of students regularly exceed the level of learning and improve the various skills that will enable conversion between different registers of representation of the concept of function, such as interpretation graphs, interpreting formulas, numerical adjustments, calculate values ​​, among others. Keywords: Teaching Engineering, Representation, Function

This article present a college course experience taught in second year of Mechanical Engineering program, ‘Strength of Materials’ a course of 6 ECTS points. With the aim to improve the learning process, to develop competences and skills and to create opportunities for interaction between students and between student and lecturers, several active learning strategies have been set up in the course. Several actions have been introduced in our lectures, making use of different teaching methodologies: master class, active learning (AL) and problem based learning (PBL). The actions introduced in the practical lectures are focused in program specific and professional competences related to the academic discipline, but also want to train core and cross-cultural competences such as management of information, team work and development of technical reports. At the end of the course a questionnaire was passed to the students in order to analyse which of these activities is the one they believe has the greatest influence in the learning process.

[EN] Nowadays our students are quite discouraged attending lectures and working. This leads teachers to introduce changes in their lectures which conduct them to design new learning activities as the basis of their teaching. This paper proposes a model for designing learning activities in basic engineering courses. The proposed activities aim to motivate students, promote learning and strengthen the generic skills of oral communication, teamwork and autonomous learning.The paper discusses the use of two templates to design activities. The former contains general information about the activity, while the latter contains all the details for the development of the activity. Usually the latter will serve as material for students to develop the activity; however in some cases it will be necessary to add some additional documentation (web, guides, etc.). The paper describes how to apply the proposed model to five learning activities of basic engineering programming courses. Moreover, the article proposes the usage of two rubrics to assess two of the activities. Finally, the paper presents the student ratings for the learning activities developed. In general, students are satisfied with the activities and they found the activities helpful for enhancing their learning and for acquiring new skills., [ES] En los actuales momentos nuestros estudiantes se encuentran bastante desmotivados a la hora de asistir a clase y de trabajar. Esto conduce a que sea necesario que el profesor introduzca cambios en sus clases que lo lleven a diseñar actividades de aprendizaje como base fundamental de su enseñanza. El presente documento propone un modelo para diseñar actividades de aprendizaje en asignaturas de cursos básicos de ingeniería. Las actividades propuestas pretenden motivar a los estudiantes, promover su aprendizaje y fortalecer las competencias genéricas de comunicación oral, trabajo en equipo y aprendizaje autónomo.El artículo plantea el uso de dos fichas para diseñar las actividades. La primera ficha contiene información general de la actividad, mientras que la segunda ficha contiene todos los detalles para el desarrollo de la misma. Generalmente esta segunda ficha servirá como material para que los estudiantes desarrollen la actividad, sin embargo en algunos casos será necesario añadir algún material complementario (web, guías, etc.).El artículo describe cómo aplicar el modelo propuesto a cinco actividades de aprendizaje aplicadas en la enseñanza de cursos básicos de programación para ingenieros. Además, el artículo propone y muestra el uso de dos rúbricas para evaluar las actividades de: elaboración de videos y proyecto. Por último, el trabajo muestra las valoraciones de los estudiantes respecto a las actividades de aprendizaje que han desarrollado. En general, los estudiantes se encuentran satisfechos con las actividades realizadas y las encuentran provechosas para mejorar su aprendizaje y adquirir nuevas competencias.

Não recebi financiamento This work deals with developing, structuring and implementation of a didactic sequence taught Financial Mathematics to high school students through reproduction environments able to provide them the opportunity to be protagonists in decisionmaking. Articulated with the French methodology of mathematics education known as Didactic Engineering, this pedagogical proposal has been designed with the aim of contributing to the youth actively participate in family financial planning. The first activity of the sequence focused on the inclusion of the student body in financial contexts in which situations were simulated conducive to learning and incorporating fundamental contents of Financial Mathematics. The second, favored the application of knowledge acquired, in scenarios where the Investment Analysis is essential for the provision of financial success. The results show that there was a significant learning capable of conferring the full potential students to apply the concepts covered in real situations, helping them to develop a new perspective on this important branch of mathematics. Esse trabalho tratou da elaboração, estruturação e aplicação de uma sequência didática que ensinou Matemática Financeira a alunos do ensino médio por meio da reprodução de ambientes capazes de proporcionar aos mesmos a oportunidade de serem protagonistas na tomada de decisões. Articulada com a metodologia francesa de educação matemática conhecida como Engenharia Didática, essa proposta pedagógica foi concebida com o propósito de contribuir para que o jovem participe ativamente do planejamento financeiro familiar. A primeira atividade da sequência teve como foco a inserção do corpo discente em contextos financeiros onde foram simuladas situações propícias ao aprendizado e incorporação de conteúdos fundamentais da Matemática Financeira. Já a segunda, favoreceu a aplicação do conhecimento adquirido, em cenários onde a Análise de Investimentos é imprescindível para o provimento de êxito financeiro. Os resultados obtidos atestam que houve aprendizado significativo capaz de conferir aos alunos capacidade plena de aplicar os conceitos abordados em situações reais, contribuindo para que eles desenvolvam um novo olhar sobre esse importante ramo da matemática.

The e-learning documents design and use are the subject of some many research regarding e-learning into Information Science and Communication (SIC) discipline. Almost nearly all of this work is interested on the documents structure, standardization, mutualization, customizing ... In contrast, few or very few are those who ask the question about the end user needs and expectations. We ask if thinking in this direction should be continued, because it seems us that such modeling content undoubtedly facilitate their understanding and reuse. Based on the previous work, and to make a new contribution to the teaching engineering field, we stand at the border formed by the cognitive and educational use with the sequences teaching design, mediation and the empathetic relationship need with the learner and the teacher, which makes the originality of this research. This problem led us to hypothesize that from an analysis of the learner needs and expectations, we can identify factors which can contribute to the e -learning document development answering to his satisfaction. To achieve our goal, a protocol for data collecting has been set up for the purpose is to identify criteria quality e-learning document according to the “Learner”, the “Designer” and the “Maker” views. We rely on the interviews results with the CNS My Rachid-IRFC teachers and makers. Thus, we discuss the methodology adopted by applying the EBAHIE method. In the experiment, the protocol - called A.Co.D - reveals a robust method to cross several information sources creating synergies several approaches and tools to achieve the comprehensive results on the asked problem: 1- In a first time, the “Learner” approach allows us to understand their perception to propose recommendations to designers. document. 2- In a second time, a “Designer” approach is subject to exchange experiences designers how learners perceived and used the document . 3- The third approach involves crossing the established criteria in the “Learner” process with those released during the “Designer” process. 4- In a fourth time, the “Maker” approach allows finally identifying needs help in decision making.Thus, we arrive at the formalization of our e-learning document design model in Sport field, by providing designers all parameters to develop a quality document.; La conception et l’usage des documents e-learning font l’objet de nombreux travaux de recherche en matière d’e-learning en Sciences de l’Information et de la Communication (SIC). Presque la quasi-totalité de ces travaux s’intéresse à la structuration de documents, la normalisation, la mutualisation, la personnalisation... En revanche, peu nombreux, voire très peu nombreux sont ceux qui se posent la question sur les besoins et les attentes de l’utilisateur final. La thématique de la conception du document e-learning de qualité, apparaît en filigrane, mais ne constitue presque jamais l’objet central des réflexions. Nous nous demandons si la pensée dans cette voie mérite d’être poursuivie, car il nous semble qu’une telle modélisation de contenus faciliterait incontestablement leurs compréhensions et leurs réutilisations. Partant des travaux antérieurs, et afin d’apporter une nouvelle contribution au domaine de l’ingénierie pédagogique, nous nous situons à la frontière que forme l’utilisation cognitive et pédagogique avec la conception des séquences pédagogiques, de la médiation et de la nécessité d’une relation empathique avec l’apprenant et l’enseignant, ce qui fait l’originalité de cette recherche. Une telle problématique nous conduit à formuler l’hypothèse qu’à partir d’une analyse des besoins et attentes de l’apprenant, nous pouvons dégager des critères qui peuvent contribuer à l’élaboration d’un document e-learning répondant à sa satisfaction. Pour atteindre notre objectif, un protocole de collecte de données sur terrain a été mis en place dans le but est de dégager les critères de qualité du document e-learning selon les points de vue de l’« Apprenant », du « Concepteur » et du « Décideur ». Nous nous appuyons sur les résultats des entretiens réalisés auprès des pédagogues et des décideurs du CNS My Rachid-IRFC. Ainsi, nous abordons la méthodologie adoptée en appliquant la méthode EBAHIE. A l’expérience, le protocole -baptisé A.Co.D- se révèle une méthode robuste qui permet de croiser plusieurs sources d’information en mettant en synergie plusieurs démarches et outils pour parvenir à des résultats pertinents et exhaustifs sur la problématique posée : 1- dans un 1èr temps, la démarche « Apprenant » nous permet de comprendre leur perception pour proposer des recommandations aux concepteurs de document. 2- dans un second temps, une démarche « Concepteur » fait l’objet d’un retour d’expériences des concepteurs sur la façon dont les apprenants ont perçu et utilisé le document. 3- la troisième démarche consiste à croiser des critères dégagés dans la démarche« Apprenant » avec ceux dégagés lors de la démarche « Concepteur ». 4- dans un 4éme temps, la démarche « Décideur » permet d’identifier finalement les besoins d’aide dans les prises de décision.Nous aboutissons ainsi, à la formalisation de notre modèle de conception du document e-learning en Sport, mettant à la disposition des concepteurs pédagogiques tous les paramètres pour élaborer un document de qualité.

Esta pesquisa tratou de investigar o papel dos registros de representação semiótica na construção do conceito de função, em particular daquelas do tipo afim e quadrática. Parte da pesquisa também foi investigar de que forma o uso de um software de matemática dinâmica, o GeoGebra, pode ajudar o processo de aprendizagem do tópico em questão. A metodologia de pesquisa utilizada é inspirada nos moldes da Engenharia Didática de Artigue. É através das atividades da sequência didática projetada e implementada em 2013, com turma de alunos do primeiro ano do Ensino Médio de uma escola estadual de Porto Alegre, que vamos mostrar como aconteceu o desenvolvimento de conexões múltiplas entre as diversas representações de uma função (algébrica, gráfica e numérica), bem como a importância do software GeoGebra como recurso pedagógico quando se quer trabalhar com múltiplas representações. As respostas apresentadas, pelos alunos, foram analisadas tendo como referência a Teoria dos Registros de Representação Semiótica de Duval. A observação de relações entre variáveis a partir da manipulação de pontos em uma construção no Geogebra propiciou a compreensão do conceito de função e gráfico, através de constante processo de conversão de registros. This research aims to investigate the role of semiotic representation registers in the construction of the concept of function, in particular those of the affine and quadratic type. Part of the research was also to investigate how the use of a dynamic mathematics software GeoGebra can help the learning process. The research methodology is inspired by the lines of Didactic Engineering. Through a instructional sequence designed and implemented in 2013, with a group of students of the first year of high school to a state school in Porto Alegre, it is shown how they developed the connections between different registers of representations (algebraic , graphical and numerical). The experience has also shown the importance of GeoGebra as a tool to explore the different registers of representation. The production of students were analyzed taking into acount the theory of semiotic representations of Duval and it was posible to identify their understanding of the concept of variable, function and graph, through the an active process of conversion of registers.

A growing population of part-time mature aged students is finding multiple pathways (work, TAFE) to university. This poses conundrums for academic staff around the traditional ways of delivering curriculum as the students often articulate without the requisite critical and academic skills. These students, and the transition issues they face, have given cause for reflection about a cohort that has much life experiance, but little exposure to new academic ways. This paper proposes a design of a curriculum for Elements of Software Design, within the Associate Degree of Engineering (Systems) program at the University of South Australia (UniSA). The design involves a structured assesment framework aimed to familiarise students with their new university environment and foster effective lifelong learning strategies. This will be achieved through building academic skills, improving overall performance and inspiring motivation in learning.

Microprocessors is a typical subject within the Computer Architecture field of scope. It is quite common to use simulators in practical sessions, due to the complexity of its contents. In this paper a new methodology based on practical sessions with real devices and chips is proposed. Simple designs of microprocessors are exposed to the students at the beginning, rising the complexity gradually toward a final design with a multiprocessor integrated in a single FPGA chip. Finally, assessment results are shown.

O desenvolvimento acelerado das indústrias não só faz com que o mercado de trabalho cada vez mais exija dos profissionais qualificação e eficiência, mas requer uma retomada das relações entre esse cenário e o que está posto como modelo de ensino e de formação dos engenheiros. Trata-se, então, de discutir como as mudanças apresentadas pela sociedade têm se refletido no processo de formação do profissional de engenharia, e vice-versa. O propósito deste artigo é apresentar uma breve análise de como a mudança do mercado de trabalho está influenciando a formação de engenheiros. O ensino nas engenharias ainda está distante de um modelo adequado. Para que haja uma melhoria, é necessária uma mudança no modelo de ensino tradicional, embasado nas experiências de profissionais que atuam no mercado de trabalho. Não é possível supor de imediato que essas medidas e a absorção da noção de competência pelas instituições educacionais sejam simplesmente um reflexo do mundo do trabalho. A incorporação das mudanças é lenta e depende de fatores que extrapolam o âmbito da escola. Elas estão na dependência das políticas públicas que orientam a formação dos docentes e dos recursos relacionados às instituições que vão operacionalizá-las. The accelerated development of the industry not only make that the professional market demands more and more from the workers qualification and efficiency, but it requests a retaking of the relationships among that scenery and the one that it is put as teaching model and of the engineers' formation. It is, then, the discussion on how the changings presented by the society have been contemplating in the process of the engineering professional's formation, and vice versa. The purpose of this article is to present an abbreviation analysis of as the change of the professional market it is influencing the engineers' formation. The teaching in the engineerings is still distant of an appropriate model. In order to an improvement, it is necessary a changing in the model of traditional teaching, based in the professionals' experiences. It is not possible to suppose immediately that those measured and the absorption of the competence notion for the education institutions is simply a reflex of the world of working. The incorporation of the changes is slow and it depends on factors that goes beyond the extent of the school. They are in the dependence of the public politics that guide the teachers' formation and of the resources related to the institutions that will to turn operating.

This study analyses the difficulties that teachers of high school face in the process of the teaching of trigonometry through activities in a construtivist focus. It contains a review of some publications and dissertations related with the study of trigonometry elaborated in the last years by several authors. It resorts to the study of teaching engineering as an instrument used in the research. It also presents a set of activities which will serve as sample to other teachers of mathematics; and points ways for the overcome of the difficulties found Este estudo analisa as dificuldades que os professores do ensino médio enfrentam no processo de ensino de trigonometria através de atividades dentro de um enfoque construtivista. Ele contém uma revisão de algumas publicações e dissertações relacionadas com o estudo da trigonometria elaborada nos últimos anos por diversos autores. Recorre ao estudo da Engenharia Didática como uma ferramenta utilizada na pesquisa. Apresenta, também, um conjunto de atividades o que servirá de amostra para outros professores de matemática; e aponta caminhos para superação das dificuldades encontradas

We propose using Immersive Virtual Reality activities to improve the spatial ability of engineering students based on the study of solid geometry. The work group is selected randomly from among all the students registered for the 1st term course Graphic Expression and Computer-Aided Design (GECAD) at the Barcelona College of Industrial Engineering (EUETIB). A total of 60 participants completed three activities (6 h) in VR, using head-mounted display (HMD) glasses. Another group of students (30) made up the control group, which carried out only the learning activities that were common to all students, in a SolidWorks 3D non-immersive solid modeling software environment. Spatial abilities are assessed using the Differential Aptitude Test: Spatial Relations Subset (DAT:SR) and the Purdue Spatial Visualization Test: Rotations (PSVT:R). Previous studies have demonstrated a close correlation between successful comprehension of the Graphic Engineering course contents and high scores on the DAT:SR test. The greatest correlation was found between the DAT:SR pre-test and the solid geometry exam (test and 3D modeling exercises). We propose measuring spatial abilities before and after the classroom activities and looking for correlations between the spatial perception tests (DAT:SR and PSVT:R) and academic results in solid geometry. Furthermore, we also wish to determine the students' opinion with regard to the proposed activities. This would permit us to recommend and incorporate the use of VR in order to improve spatial abilities, in particular for those students with lower levels of spatial abilities, as measured by a DAT:SR or PSVT:R.