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Primeros resultados de un curso integrado basado en STEM
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Este artículo presenta los primeros resultados de un programa piloto de implementación de una experiencia de aprendizaje integrador STEM para estudiantes de Ingeniería de primer año. La estructura presentada comienza con una descripción del marco teórico y conceptos básicos de educación. Posteriormente se introducen, como un primer indicador de los antecedentes de los estudiantes, los resultados de la prueba de Razonamiento Científico de Lawson. La parte principal de este trabajo se centra en la descripción de un problema auténtico que se utilizó para involucrar a los estudiantes en el trabajo STEM, usando un robot armado en clase. Se discutirá cómo el estudiante respondió a la integración del trabajo con el robot con contenidos de Diseño, Matemáticas, Física y Química. Finalmente se extraerá desde los diarios semanales o bitácoras del curso los comentarios de los estudiantes sobre el impacto del programa piloto sobre su comprensión de estas materias.
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‘Relevance’ is one of the key terms related to reforms in the teaching and learning of science. It is often used by policy-makers, curriculum developers, science education researchers and science teachers. In recent years, many policy documents based on international surveys have claimed that science education is often seen (especially at the secondary school level) as being irrelevant for and by the learners. The literature suggests that making science learning relevant both to the learner personally and to the society in which he or she lives should be one of the key goals of science education. However, what ‘relevant’ means is usually inadequately conceptualised. This review of the literature clearly reveals that the term relevance is used with widely variant meanings. From our analysis of the literature, we will suggest an advanced organisational scheme for the term ‘relevance’ and provide helpful suggestions for its use in the field of the science curriculum.
Over a four-year time span, several departments at North Carolina State University offered experimental sections of courses taken by freshman engineering students. The acronym IMPEC (Integrated Math, Physics, Engineering, and Chemistry curriculum) describes which classes were involved. This paper discusses the physics component of the curriculum and describes the impact of the highly collaborative, technology-rich, activity-based learning environment on a variety of conceptual and problem-solving assessments and attitude measures. Qualitative and quantitative research results indicate that students in the experimental courses outperformed their cohorts in demographically matched traditional classes, often by a wide margin. Student satisfaction and confidence rates were remarkably high. We also noted substantial increases in retention and success rates for groups underrepresented in science, math, and engineering. Placing students in the same teams across multiple courses appears to have been the most beneficial aspect of the learning environment.
Models and modeling are considered integral parts of scientific literacy, reflecting educators’ efforts to introduce and engage students in authentic scientific inquiry through Modeling-based Learning (MbL) approaches in science. Over the years research has developed a considerable amount of knowledge concerning MbL. Our purpose in this paper was to review this research in order to systematize the knowledge accumulated and to provide an overview of what needs to be investigated further. We also took into account and describe the role of the teacher as part of the review. Our review shows that MbL has made cognitive, metacognitive, social, material and epistemological contributions in science education. Furthermore, it reveals that important information is still missing in order to ensure effective implementations of MbL. Future research needs to focus on investigating the learning processes which take place during MbL which result in improvements in student conceptual and epistemological understanding and abilities for scientific inquiry.
The laboratory has been given a central and distinctive role in science education, and science educators have suggested that rich benefits in learning accrue from using laboratory activities. Twenty years have been elapsed since we published a frequently cited, critical review of the research on the school science laboratory (Hofstein & Lunetta, Rev. Educ. Res.52(2), 201–217, 1982). Twenty years later, we are living in an era of dramatic new technology resources and new standards in science education in which learning by inquiry has been given renewed central status. Methodologies for research and assessment that have developed in the last 20 years can help researchers seeking to understand how science laboratory resources are used, how students' work in the laboratory is assessed, and how science laboratory activities can be used by teachers to enhance intended learning outcomes. In that context, we take another look at the school laboratory in the light of contemporary practices and scholarship. This analysis examines scholarship that has emerged in the past 20 years in the context of earlier scholarship, contemporary goals for science learning, current models of how students construct knowledge, and information about how teachers and students engage in science laboratory activities. © 2003 Wiley Periodicals, Inc. Sci Ed88:28–54, 2004; Published online in Wiley InterScience (www.interscience.wiley.com). DOI 10.1002/.sce10106
We have reformed a large lecture modern physics course for engineering majors by radically changing both the content and the learning techniques implemented in lecture and homework. Traditionally this course has been taught in a manner similar to the equivalent course for physics majors, focusing on mathematical solutions of abstract problems. Based on interviews with physics and engineering professors, we developed a syllabus and learning goals focused on content that was more useful to our actual student population: engineering majors. The content of this course emphasized reasoning development, model building, and connections to real world applications. In addition we implemented a variety of PER-based learning techniques, including peer instruction, collaborative homework sessions, and interactive simulations. We have assessed the effectiveness of reforms in this course using pre/post surveys on both content and beliefs. We have found significant improvements in both content knowledge and beliefs compared with the same course before implementing these reforms and a corresponding course for physics majors. Comment: To be published in the Proceedings of the Physics Education Research Conference 2006
This paper reviews and critiques the existing research on a widely recommended instructional approach called context-based physics, which involves placing physics material within a real-life context in an attempt to improve student motivation, problem solving, and achievement. Described first are the problems that exist with traditional physics instruction that resulted in the shift away from traditional teaching methods. This is followed by an in-depth description of context-based physics. Then the ten existing studies that have either implemented context-based physics instruction or problems in physics classrooms in order to examine student motivation, problem solving, or achievement are reviewed and evaluated. Because of the many methodological problems with the existing research, recommendations are made describing the need for more and better designed research.
1408 y al programa Ingeniería 2030, que contribuyeron a la realización de este proyecto Se agradece al Centro Integrado de Aprendizaje de las Ciencias (CIAC) por su contribución de la infraestructura necesaria para realizar este módulo y a los ayudantes del curso
- Pmi Se Agradecen Los Fondos Provenientes Del
- Mecesup Usm
Se agradecen los fondos provenientes del PMI MECESUP USM-1408 y al programa Ingeniería
2030, que contribuyeron a la realización de este proyecto. Se agradece al Centro Integrado de
Aprendizaje de las Ciencias (CIAC) por su contribución de la infraestructura necesaria para
realizar este módulo y a los ayudantes del curso, Camilo Contreras y Felipe Condon durante la
implementación.
Influencia del razonamiento científico en el aprendizaje de conceptos en física universitaria: comparación entre instrucción tradicional e instrucción por modelación, Memorias del X Congreso Nacional de Investigación Educativa
- H Alarcón
- J De La Garza
Alarcón, H. & de la Garza, J. (2009). Influencia del razonamiento científico en el aprendizaje de
conceptos en física universitaria: comparación entre instrucción tradicional e instrucción por
modelación, Memorias del X Congreso Nacional de Investigación Educativa, Veracruz. ISBN:
968-7542-18-7.