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

Filomena SOARES, Celina LEÃO, Anabela GUEDES, Isabel PEREIRA, Cristina MORAIS, Teresa ESTEVES

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.

Palabras clave


Mecánica de Fluidos; Estilos de Aprendizaje; Percepción Estudiantil; Educación en Ingeniería

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DOI: http://dx.doi.org/10.14201/eks20151637390





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