Collaborative Project-Based Learning of Environments Programming From Civil Engineering Projects

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 collaborativ...

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Detalhes bibliográficos
Autor: Herrera, Rodrigo Fernando
Tipo de documento: artigo
Estado:Versão publicada
Data de publicação:2017
País:Costa Rica
Recursos:Universidad Nacional de Costa Rica
Repositório:Portal de Revistas UNA
Idioma:espanhol
inglês
OAI Identifier:oai:ojs.www.una.ac.cr:article/7639
Acesso em linha:https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7639
Access Level:Acceso aberto
Palavra-chave:Active learning
collaborative learning
teaching methodology
summative evaluation
self-assessment.
Aprendizaje activo
aprendizaje colaborativo
metodología de enseñanza
evaluación sumativa
autoevaluación.
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dc.title.none.fl_str_mv Collaborative Project-Based Learning of Environments Programming From Civil Engineering Projects
Aprendizaje basado en proyectos colaborativos de entornos de programación a partir de proyectos de ingeniería civil
title Collaborative Project-Based Learning of Environments Programming From Civil Engineering Projects
spellingShingle Collaborative Project-Based Learning of Environments Programming From Civil Engineering Projects
Herrera, Rodrigo Fernando
Active learning
collaborative learning
teaching methodology
summative evaluation
self-assessment.
Aprendizaje activo
aprendizaje colaborativo
metodología de enseñanza
evaluación sumativa
autoevaluación.
title_short Collaborative Project-Based Learning of Environments Programming From Civil Engineering Projects
title_full Collaborative Project-Based Learning of Environments Programming From Civil Engineering Projects
title_fullStr Collaborative Project-Based Learning of Environments Programming From Civil Engineering Projects
title_full_unstemmed Collaborative Project-Based Learning of Environments Programming From Civil Engineering Projects
title_sort Collaborative Project-Based Learning of Environments Programming From Civil Engineering Projects
dc.creator.none.fl_str_mv Herrera, Rodrigo Fernando
author Herrera, Rodrigo Fernando
author_facet Herrera, Rodrigo Fernando
author_role author
dc.subject.none.fl_str_mv Active learning
collaborative learning
teaching methodology
summative evaluation
self-assessment.
Aprendizaje activo
aprendizaje colaborativo
metodología de enseñanza
evaluación sumativa
autoevaluación.
topic Active learning
collaborative learning
teaching methodology
summative evaluation
self-assessment.
Aprendizaje activo
aprendizaje colaborativo
metodología de enseñanza
evaluación sumativa
autoevaluación.
description 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.
publishDate 2017
dc.date.none.fl_str_mv 2017-04-17
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artículo
artigo
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eng
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https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7639/10834
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7639/10835
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7639/11453
dc.rights.none.fl_str_mv Derechos de autor 2017 Revista Electrónica Educare
acceso abierto
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info:eu-repo/semantics/openAccess
rights_invalid_str_mv Derechos de autor 2017 Revista Electrónica Educare
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dc.publisher.none.fl_str_mv Universidad Nacional, Costa Rica
publisher.none.fl_str_mv Universidad Nacional, Costa Rica
dc.source.none.fl_str_mv Revista Electrónica Educare; Vol. 21 No. 2 (2017): Educare Electronic Journal (May-August); 1-18
Revista Electrónica Educare; Vol. 21 Núm. 2 (2017): Revista Electrónica Educare (mayo-agosto); 1-18
Revista Electrónica Educare; v. 21 n. 2 (2017): Revista Electrónica Educare (mayo-agosto); 1-18
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spelling Collaborative Project-Based Learning of Environments Programming From Civil Engineering ProjectsAprendizaje basado en proyectos colaborativos de entornos de programación a partir de proyectos de ingeniería civilHerrera, Rodrigo FernandoActive learningcollaborative learningteaching methodologysummative evaluationself-assessment.Aprendizaje activoaprendizaje colaborativometodología de enseñanzaevaluación sumativaautoevaluación.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.El objetivo de este trabajo es presentar y respaldar la aplicación de una metodología de enseñanza basada en el aprendizaje activo en un curso de programación dictado a estudiantes de primer año de la carrera de ingeniería civil. Las técnicas de aprendizaje activo utilizadas son el aprendizaje basado en proyectos y el aprendizaje colaborativo. La metodología de investigación es el estudio de tres casos. La aplicación de esta metodología se respalda con el alza de los porcentajes de logro de los resultados de aprendizaje obtenidos por el estudiantado de un mismo curso, al cual se le aplicó metodología (curso académico 2015), en desmedro de grupos de estudiantes en donde se aplicó una metodología tradicional de enseñanza (curso académico 2013-2014). Para evaluar el logro se aplicaron evaluaciones formativas y sumativas por la parte docente (heteroevaluación); además, se aplicó una autoevaluación al final del curso. De los resultados obtenidos se evidencia que, cuando se aplica una metodología activa, el estudiantado aumenta su logro en cada resultado de aprendizaje; disminuye la brecha entre su percepción de lo aprendido y la evaluación del profesorado; mejora sus habilidades actitudinales (autoaprendizaje, trabajo en equipo, desarrollo y presentación de informes), entre otras ventajas.Universidad Nacional, Costa Rica2017-04-17info:eu-repo/semantics/publishedVersionjournal articleartículoartigoartículo originalhttp://purl.org/coar/resource_type/c_6501http://purl.org/coar/resource_type/c_2df8fbb1info:eu-repo/semantics/articleapplication/pdftext/htmlapplication/epub+zipaudio/mpegaudio/mpegapplication/xmlhttps://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/763910.15359/ree.21-2.10Revista Electrónica Educare; Vol. 21 No. 2 (2017): Educare Electronic Journal (May-August); 1-18Revista Electrónica Educare; Vol. 21 Núm. 2 (2017): Revista Electrónica Educare (mayo-agosto); 1-18Revista Electrónica Educare; v. 21 n. 2 (2017): Revista Electrónica Educare (mayo-agosto); 1-181409-4258reponame:Portal de Revistas UNAinstname:Universidad Nacional de Costa Ricainstacron:UNAspaenghttps://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7639/16580https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7639/10832https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7639/10833https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7639/10834https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7639/10835https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/7639/11453Derechos de autor 2017 Revista Electrónica Educareacceso abiertohttp://purl.org/coar/access_right/c_abf2info:eu-repo/semantics/openAccess2022-08-02T23:24:11Zoai:ojs.www.una.ac.cr:article/7639Portal de revistashttp://revistas.una.ac.cr/Universidadhttp://www.una.ac.crhttps://revistas.una.ac.cr/index.php/index/oaiandrea.mora.campos@una.crCosta RicaNo aplicaNo aplicaNo aplicaopendoar:2022-08-02T23:24:11Portal de Revistas UNA - Universidad Nacional de Costa Ricafalse
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