Educational Impact of a Didactic Instrument That Complements the TADIR for Concepts of Statics in Engineering Students in Mexico
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| Formato: | Online |
| Idioma: | spa eng |
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Universidad Nacional, Costa Rica
2016
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| Acceso en línea: | https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8590 |
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EDUCARE8590 |
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ojs |
| institution |
Universidad Nacional de Costa Rica |
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Revista Electrónica Educare |
| language |
spa eng |
| format |
Online |
| author |
Morales-García, Federico Alonso Ramírez-Díaz, Mario Humberto |
| spellingShingle |
Morales-García, Federico Alonso Ramírez-Díaz, Mario Humberto Educational Impact of a Didactic Instrument That Complements the TADIR for Concepts of Statics in Engineering Students in Mexico |
| author_facet |
Morales-García, Federico Alonso Ramírez-Díaz, Mario Humberto |
| author_sort |
Morales-García, Federico Alonso |
| title |
Educational Impact of a Didactic Instrument That Complements the TADIR for Concepts of Statics in Engineering Students in Mexico |
| title_short |
Educational Impact of a Didactic Instrument That Complements the TADIR for Concepts of Statics in Engineering Students in Mexico |
| title_full |
Educational Impact of a Didactic Instrument That Complements the TADIR for Concepts of Statics in Engineering Students in Mexico |
| title_fullStr |
Educational Impact of a Didactic Instrument That Complements the TADIR for Concepts of Statics in Engineering Students in Mexico |
| title_full_unstemmed |
Educational Impact of a Didactic Instrument That Complements the TADIR for Concepts of Statics in Engineering Students in Mexico |
| title_sort |
educational impact of a didactic instrument that complements the tadir for concepts of statics in engineering students in mexico |
| title_alt |
Impacto educativo de un instrumento didáctico que complementa al TADIR para conceptos de la estática en estudiantes de ingeniería de México |
| publisher |
Universidad Nacional, Costa Rica |
| publishDate |
2016 |
| url |
https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8590 |
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AT moralesgarciafedericoalonso educationalimpactofadidacticinstrumentthatcomplementsthetadirforconceptsofstaticsinengineeringstudentsinmexico AT ramirezdiazmariohumberto educationalimpactofadidacticinstrumentthatcomplementsthetadirforconceptsofstaticsinengineeringstudentsinmexico AT moralesgarciafedericoalonso impactoeducativodeuninstrumentodidacticoquecomplementaaltadirparaconceptosdelaestaticaenestudiantesdeingenieriademexico AT ramirezdiazmariohumberto impactoeducativodeuninstrumentodidacticoquecomplementaaltadirparaconceptosdelaestaticaenestudiantesdeingenieriademexico |
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EDUCARE85902022-08-02T23:23:21Z Educational Impact of a Didactic Instrument That Complements the TADIR for Concepts of Statics in Engineering Students in Mexico Impacto educativo de un instrumento didáctico que complementa al TADIR para conceptos de la estática en estudiantes de ingeniería de México Morales-García, Federico Alonso Ramírez-Díaz, Mario Humberto Higher education teaching Physics educational research teaching methods architecture Educación superior enseñanza de la física investigación educativa métodos de enseñanza arquitectura Observing in school structural designs reviews that students had little conceptual command of Statics, and considering that this was due to the implementation of linear solutions of rote-learning type, there was an effort to establish an educational proposal to raise the level of such knowledge among students. Therefore, the present study aimed to evaluate the educational impact achieved with the implementation of an educational instrument designed according to the sequence established in the TADIR protocol, and complemented with thoughtful activities to organize knowledge to prepare a presentation to the group. Three stages were considered for the implementation: the first one corresponds to the assessment of the level of conceptual knowledge in statics; the second one, a problem solving carried out with the proposed instrument; and the third stage focuses on the preparation of the presentation to the group, and closes with a second conceptual evaluation. The didactic instrument was applied in a group of 23 students from an intermediate level of Architect Engineer studies at the Superior School of Engineering and Architecture (ESIAT) of the National Polytechnic Institute (IPN) in Mexico. To measure the educational impact, the results were compared with the two conceptual evaluations conducted by using questionnaires that allow answers written within an established format to facilitate the codification and the corresponding analysis, and it was contrasted with school grades for better reference. The main finding was that although the increase in the conceptual command is greater than the school grading, this increase can be very important to improve the school approval rates. A partir de observar en revisiones escolares de diseños estructurales, que el alumnado tenía un escaso dominio conceptual sobre la estática, y considerando que eso se debía a la aplicación de soluciones lineales de tipo memorístico, se buscó establecer una propuesta didáctica que elevara el nivel de dichos conocimientos entre estudiantes. Por lo anterior, el objetivo del estudio aquí presentado fue evaluar el impacto educativo que se logró con la aplicación de un instrumento didáctico diseñado tomando como base la secuencia establecida en el protocolo TADIR, complementado con actividades reflexivas que permitan organizar los conocimientos para preparar una presentación ante grupos. Se consideró que la implementación fuera en tres etapas: la primera corresponde con la evaluación del nivel de conocimientos conceptuales en la estática; en la segunda, se practicaba la resolución de problemas mediante el instrumento propuesto, y la tercera se enfoca en la preparación de la presentación ante grupos y cierra con una segunda evaluación conceptual. La aplicación del instrumento didáctico se hizo en un grupo de 23 estudiantes de un semestre intermedio de la carrera de Ingeniería Arquitectónica que se imparte en la Escuela Superior de Ingeniería y Arquitectura (ESIAT), del Instituto Politécnico Nacional (IPN) en México. Para medir el impacto educativo se compararon los resultados de las dos evaluaciones conceptuales, que se realizaron mediante el uso de cuestionarios que permiten respuestas redactadas dentro de un formato establecido, para facilitar la codificación y el análisis correspondiente. Para mejor referencia se contrastó con las calificaciones del curso. El principal hallazgo que se encontró fue que, aunque el incremento en el dominio conceptual es mayor al de la calificación escolar, dicho incremento puede ser muy importante para mejorar los índices de aprobación escolar. Universidad Nacional, Costa Rica 2016-09-01 info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion journal article artículo artigo application/pdf text/html application/epub+zip audio/mpeg audio/mpeg application/xml https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8590 10.15359/ree.20-3.20 Revista Electrónica Educare; Vol. 20 No. 3 (2016): Educare Electronic Journal (september-december); 1-13 Revista Electrónica Educare; Vol. 20 Núm. 3 (2016): Revista Electrónica Educare (setiembre-diciembre); 1-13 Revista Electrónica Educare; v. 20 n. 3 (2016): Educare Electronic Journal (september-december); 1-13 1409-4258 spa eng https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8590/16538 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8590/14394 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8590/9887 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8590/9888 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8590/9889 https://www.revistas.una.ac.cr/index.php/EDUCARE/article/view/8590/10755 Copyright (c) 2016 Revista Electrónica Educare |