Interpretando las percepciones de los estudiantes en los resultados de aprendizaje de mecánica de fluidos

  • Filomena Soares
    Universidade do Minho fsoares[at]dei.uminho.pt
  • Celina LeÃo
    Universidade do Minho
  • Anabela Guedes
    ISEP - Instituto Superior de Engenharia do Porto
  • Isabel Pereira
    ISEP - Instituto Superior de Engenharia do Porto
  • Cristina Morais
    ISEP - Instituto Superior de Engenharia do Porto
  • Teresa Esteves
    ISEP - Instituto Superior de Engenharia do Porto

Resumen

El objetivo de este estudio es analizar el impacto de introducir un trabajo práctico en el proceso de aprendizaje del curso Sistemas de Transporte de Fluidos en la carrera de Ingeniería Química. Los estudiantes, en grupos de dos o tres individuos, fueron libres de escoger el tema a desarrollar para llevar a cabo el trabajo práctico propuesto por los profesores responsables. Los estudiantes seleccionaron una bomba centrífuga para surtir agua a las casas o edifcios y diseñar el sistema de tuberías. El trabajo práctico fue evaluado a través del informe escrito. Las percepciones de los estudiantes fueron evaluadas a través de cuestionarios. Los resultados del aprendizaje también fueron considerados para entender cómo los conceptos de mecánica de fuidos fueron adquiridos. Desde el punto de vista de los profesores, el equipo de trabajo debe desarrollar las competencias transversales, promocionando las habilidades para integrarse y trabajar en equipo. Los estudiantes cambiaron sus procesos de aprendizaje y percepción, volviéndose más refexivos y más proactivos, forzándolos a pensar de forma crítica y a compartir sus opiniones. Con respecto a la evaluación de la Mecánica de Fluidos, el trabajo práctico incrementó la nota fnal, de media, al menos un punto.
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