Collaborative Project-Based Learning of Environments Programming From Civil Engineering Projects
DOI:
https://doi.org/10.15359/ree.21-2.10Keywords:
Active learning, collaborative learning, teaching methodology, summative evaluation, self-assessment.Abstract
The objective of this research is to present and support the implementation of a teaching methodology based on active learning in a programming course taught to students of the first year of the civil engineering career. The active learning techniques used are project-based learning and collaborative learning. The research methodology is the study of three cases. The application of this methodology is supported by the increase in the percentages of achievement of the learning results obtained by the students of the same course in which this methodology was implemented (academic year 2015), to the detriment of students where a traditional methodology of teaching was applied (academic year 2013-2014). To evaluate the achievement, formative and summative evaluations were used by the teaching staff (heteroevaluation), and a self-assessment was implemented at the end of the course as well. From the obtained results it is evident that, when applying an active methodology, the students increase their achievement in each learning result; they reduce the gap between their perception of what is learned and the evaluation of teachers; and they improve their attitudinal skills (self-learning, teamwork, development and presentation of reports), among other benefits.References
Astudillo, H. F., Navarrete, M. A., Jara, C. I. y Faúndez, C. A. (2015). Evidencia de auto aprendizaje como manifestación de un comportamiento colectivo espontáneo en el aula. Formación Universitaria, 8(1), 43-50. doi: https://doi.org/10.4067/S0718-50062015000100006
Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4a ed.). Buckingham: McGraw-Hill.
Darling-Hammond, L. (2001). El derecho de aprender. Crear buenas escuelas para todos. Barcelona: Ariel.
Pontificia Universidad Católica de Valparaíso (PUCV). (2015). Informe de autoevaluación para acreditación. Escuela de Ingeniería Civil, Pontificia Universidad Católica de Valparaíso, Chile.
Pontificia Universidad Católica de Valparaíso, Escuela de Ingeniería Civil. (2014). Programa de asignatura Informática Aplicada (CIV-110). Chile, Valparaíso. Recuperado de http://media.wix.com/ugd/bc004c_3256b165210244cb83d908e5c38fd4d2.pdf
Freire, D. E. (2014). La conducta disruptiva y su incidencia en el rendimiento académico de las/os estudiantes de los 10mo grados de educación general básica paralelos “I, II” del colegio universitario “Juan Montalvo”, de la provincia de Tungurahua, cantón Ambato (Informe final del trabajo de graduación). Universidad Técnica de Ambato, Ecuador. Recuperado de http://repo.uta.edu.ec/bitstream/123456789/12416/1/FCHE-PSEP-104.pdf
Freire, P. (2002). Pedagogía de la autonomía. Saberes necesarios para la práctica educativa (2a ed.). Buenos Aires: Editorial Siglo Veintiuno.
Herrera, R. F. (Octubre, 2015). Diversidad en los instrumentos de evaluación: Caso práctico y valorización estudiantil. En XXVIII Congreso chileno de educación en ingeniería (pp. 1-8), Copiapó, Chile. Recuperado de https://www.academia.edu/20063292/DIVERSIDAD_EN_LOS_INSTRUMENTOS_DE_EVALUACI%C3%93N_CASO_PR%C3%81CTICO_Y_VALORIZACI%C3%93N_ESTUDIANTIL
Huber, G. L. (2008). Aprendizaje activo y metodologías educativas. Revista de Educación, número extraordinario, 59-81. Recuperado de http://www.revistaeducacion.mec.es/re2008/re2008_04.pdf
Johnson, D. W. & Johnson, R. T. (2000). Teaching students to be peacemakers: Results of twelve years of research. Paper presented at the Society for the Psychological Study of Social Issues Convenition, Minneapolis, MN.
Maldonado, M. (2008). Aprendizaje basado en proyectos colaborativos. Una experiencia en educación superior. Laurus Revista de Educación, 14(28), 158-180. Recuperado de http://www.redalyc.org/pdf/761/76111716009.pdf
Maldonado, M. y Vásquez, M. (2008). Experiencia de desarrollo de un proyecto de aprendizaje colaborativo como estrategia formativa. Educación Médica Superior, 22(1). Recuperado de http://www.bvs.sld.cu/revistas/ems/vol22_1_08/ems01108.htm
Martínez, J. A. (2011). La empleabilidad: Una competencia personal y una responsabilidad social. Contribuciones a las Ciencias Sociales. Recuperado de http://www.eumed.net/rev/cccss/15/jamg.html
Serrano, J. M. y Calvo, M. T. (1994). Aprendizaje cooperativo: Técnicas y análisis dimensional. Murcia: Caja Murcia, Obra Cultural.
Tyler, R. W. (1949). Basic principles of curriculum and instruction. Chicago: University of Chicago Press.
Published
How to Cite
Issue
Section
License
1. In case the submitted paper is accepted for publication, the author(s) FREELY, COSTLESS, EXCLUSIVELY AND FOR AN INDEFINITE TERM transfer copyrights and patrimonial rights to Universidad Nacional (UNA, Costa Rica). For more details check the Originality Statement and Copyright Transfer Agreement
2. REUTILIZATION RIGHTS: UNA authorizes authors to use, for any purpose (among them selfarchiving or autoarchiving) and to publish in the Internet in any electronic site, the paper´'s final version, both approved and published (post print), as long as it is done with a non commercial purpose, does not generate derivates without previous consentment and recognizes both publisher's name and authorship.
3. The submission and possible publication of the paper in the Educare Electronic Journal is ruled by the Journal’s editorial policies, the institutional rules of Universidad Nacional and the laws of the Republic of Costa Rica. Additionally, any possible difference of opinion or future dispute shall be settled in accordance with the mechanisms of Alternative Dispute Resolution and the Costa Rican Jurisdiction.
4. In all cases, it is understood that the opinions issued are those of the authors and do not necessarily reflect the position and opinion of Educare, CIDE or Universidad Nacional, Costa Rica. It is also understood that, in the exercise of academic freedom, the authors have carried out a rogorous scientific-academic process of research, reflection and argumentation thar lays within the thematic scope of interest of the Journal.
5. The papers published by Educare Electronic Journal use a Creative Commons License:
The articles published by Educare Electronic Journal can be shared with a Creative Commons License: 
