- -

Implementación y resultados obtenidos en una propuesta de Aprendizaje Basado en Problemas en el Grado en Ingeniería Ambiental

RiuNet: Institutional repository of the Polithecnic University of Valencia

Share/Send to

Cited by

Statistics

Implementación y resultados obtenidos en una propuesta de Aprendizaje Basado en Problemas en el Grado en Ingeniería Ambiental

Show full item record

Sáez De Cámara Oleaga, E.; Guisasola Aranzabal, J.; Garmendia Mujika, M. (2013). Implementación y resultados obtenidos en una propuesta de Aprendizaje Basado en Problemas en el Grado en Ingeniería Ambiental. REDU. Revista de Docencia Universitaria. 11(0):85-112. https://doi.org/10.4995/redu.2013.5549

Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10251/140654

Files in this item

Item Metadata

Title: Implementación y resultados obtenidos en una propuesta de Aprendizaje Basado en Problemas en el Grado en Ingeniería Ambiental
Secondary Title: Implementation and outcome of a Problem-Based Learning proposal for an Environmental Engineering Bachelor
Author: Sáez de Cámara Oleaga, Estibaliz Guisasola Aranzabal, Jenaro Garmendia Mujika, Mikel
Issued date:
Abstract:
[ES] En este trabajo se presenta una propuesta de enseñanza-aprendizaje que ofrece a los estudiantes del nuevo Grado en Ingeniería Ambiental la posibilidad de adquirir conocimientos y habilidades necesarias para resolver ...[+]


[EN] This paper presents a teaching-learning proposal that offers to undergraduate students of the new environmental engineering degree program the acquisition of the knowledge and skills required to solve complex problems, ...[+]
Subjects: Environmental Engineering , Motivation , Interdisciplinarity , Skills development , Active and cooperative learning , Environmental concerns , Ingeniería Ambiental , Motivación , Interdisciplinariedad , Desarrollo de competencias , Aprendizaje activo y cooperativo , Problemas ambientales
Copyrigths: Reconocimiento - No comercial - Sin obra derivada (by-nc-nd)
Source:
REDU. Revista de Docencia Universitaria. (issn: 1887-4592 ) (eissn: 1887-4592 )
DOI: 10.4995/redu.2013.5549
Publisher:
Universitat Politècnica de València
Publisher version: https://doi.org/10.4995/redu.2013.5549
Thanks:
Los autores agradecen al Vicerrectorado de Calidad e Innovación Docente de la Universidad del País Vasco (UPV/EHU) el apoyo prestado para llevar a cabo este estudio. Particularmente, la primera autora quiere mostrar su ...[+]
Type: Artículo

References

Abrahamson, S. (1997). Good planning is not enough. The challenges of Problem based learning. London (UK): Routhledge.

Accreditation Board for Engineering and Technology (ABET). Engineering Accreditation Commission (2013). Criteria for Accrediting Engineering Programs. En http://www.abet.org/DisplayTemplates/DocsHandbook.aspx?id=3149, último acceso 15 de Julio de 2013

Akinoglu, O., & Tandogan, R. O. (2007). The effects of Problem-Based Active Learning in Science Education on Students Academic Achievement, Attitude and Concept Learning. Eurasia Journal of mathematics, Science & Technology Education, 3(1), 71-81. [+]
Abrahamson, S. (1997). Good planning is not enough. The challenges of Problem based learning. London (UK): Routhledge.

Accreditation Board for Engineering and Technology (ABET). Engineering Accreditation Commission (2013). Criteria for Accrediting Engineering Programs. En http://www.abet.org/DisplayTemplates/DocsHandbook.aspx?id=3149, último acceso 15 de Julio de 2013

Akinoglu, O., & Tandogan, R. O. (2007). The effects of Problem-Based Active Learning in Science Education on Students Academic Achievement, Attitude and Concept Learning. Eurasia Journal of mathematics, Science & Technology Education, 3(1), 71-81.

American Academy of Environmental Engineers (AAEE) Environmental Engineering Body of Knowledge Working Group (2008). Environmental Engineering body of knowledge: summary report. Environmental Engineer Environmental Engineer: Applied Research & Practice, 6. En http://www.aaees.org/, último acceso 15 de Julio de 2013, último acceso 15 de julio de 2003.

Barrows, H. S. (1996). Problem-based learning in medicine and beyond: A brief overview. New directions for teaching and learning, 68, 3-12.

Borrego, M., & Newswander, L. K. (2007). Characteristics of successful crossdisciplinary engineering education collaborations. Journal of Engineering Education, 97 (2), 123-134.

Brockbank, A., & McGill, I. (2002). Aprendizaje reflexivo en la educación superior. Madrid: Morata.

Conferencia de Rectores de las Universidades Españolas- CRUE (2010). Información académica, productiva y financiera de las universidades españolas. Indicadores Universitarios. En http://www.crue.org/Publicaciones/UEC.html, último acceso 15 de Julio de 2013

Crawley, E. F., Malmqvist, J., Ostlunf, S., & Brodeur, D. (2007). Rethinking Engineering Education. The CDIO Approach. 286 pp. ISBN: 978-0-387-38287-6.

Curiel, M.M. (2010). El proceso de Bolonia y las nuevas competencias. Tejuelo, 9, 19- 37.

De Graaf, E., & Kolmos, A. (2003). Characteristics of Problem-Based Learning. International Journal of Engineering Education, 19 (5), 657-662.

De Graaf, E., & Christensen, C. H. (2004). Editorial: Theme Issue on Active Learning in Engineering Education. European Journal of Engineering Education, 29 (4), 461- 463.

De Miguel, M. (2006). Metodologías de enseñanza y aprendizaje para el desarrollo de competencias: orientaciones para el profesorado universitario ante el Espacio Europeo de Educación Superior. Madrid: Alianza.

Dolmans, D. H. J. M., Schmidt, H. G. & Gijselaers, W. H. (1995). The relationship between student-generated learning issues and self-study in problem-based learning. Instructional Science, 22(4), 251-267.

European Network for Accreditation of Engineering Education (ENAEE). (2008) EURACE Framework Standards. En http://www.enaee.eu/eur-ace-system, último acceso 15 de Julio de 2013.

Felder, R. M., & Brent, R. (1994). Cooperative learning in Technical Courses. A monograph presenting suggestions for effective implementation of cooperative learning in engineering and science courses. ERIC Document Reproduction Service, ED 377038. En http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Education_Pa pers-Chronological.html, último acceso 15 de Julio de 2013.

Felder, R. M., & Brent, R. (1997). Objectively Speaking. Chemical Engineering Education, 31(3), 178-179.

Felder, R. M., Felder, G. N., & Dietz, E. J. (2002). The effects of Personality Type on Engineering Student Performance and Attitudes. Journal of Engineering Education, 91(1), 3-17.

Garmendia, M., Garikano, X., Sierra, E., & Perez, A. (2013). Developing teamwork efficacy factors: An experience in a Project Based Learning Context. International Journal of Engineering Education, 29(3), 752-762.

Gavin, K. (2011). Case study of Project-Based Learning course in Civil Engineering Design. European Journal of Engineering Education, 36 (6), 547-558

Gibbs, G., & Simpson, C. (2005). Conditions under which assessment supports student's learning. Learning and Teaching in Higher Education, 1, 3-31.

Gijbels, D., Dochy, F., Van den Bossche, P., & Seger, M. (2005). Effects of ProblemBased Learning: A Meta-Analysis from the Angle of Assessment. Review of Educational Research, 75(1), 27-61

Guisasola, J., Almudí, J. M., Ceberio, M., & Zubimendi, J. L. (2010). A teaching strategy for enhancement of physics learning in the first year of industrial engineering. European Journal of Engineering Education, 27(4), 379-391.

Hmelo-Silver, C. E. (2004). Problem-Based Learning: What and how do students learn? Educational Psychology Review, 16(3), 235-266.

Johnson, D. W., Johnson, R. T., & Smith, K. A. (2000). Active Learning: Cooperation in the College Classroom. Edina, Minnesota (USA): Interaction Book Company.

Jonassen, D. H. (1997). Instructional design model for well-structured and ill-structured problem-solving learning outcomes. Educational Technology: Research and Development, 45(1), 65-95.

Kolari, S., Savander-Ranne, C., & Viskeri, E. J. (2008). Learning needs time and effort: a time-use study of engineering students. European Journal of Engineering Education, 33(5-6), 483-498.

Kolmos, A. (1996). Reflections on Project Work and Problem-based Learning. European Journal of Engineering Education, 21(2), 141-148.

Kolmos, A. (2004). Estrategias para desarrollar currículos basados en la formulación de problemas y organizados en base a proyectos. Educar, 33, 77-96.

Kolmos, A., Fink F. K., & Krogh, L. (2006). The Aalborg PBL model. Progress, Diversity and Challenges. Aalborg: Aalborg University Press.

Kuiper, T., Meijer, A., & Moust, J. (2011). Innovation in Public Health Teaching: The Maastricht Experience. Public Health Reviews, 33(1), 300-314.

Lang, J. D., Cruse, S., McVey, F. D., & McMasters, J. (1999). Industry expectations of New Engineers: A survey to assist Curriculum Designers. Journal of Engineers, 43- 51.

Lee, R. M. K. W., & Kwan, C. Y. (1997). The use of problem-based Learning in Medical Education. Journal of Medical Education, 11(2), 149-157.

Lehmann, M., Christensen, P., Du, X., & Thrane, M. (2008). Problem-oriented and project-based learning (POPBL) as an innovative learning strategy for sustainable development in engineering education. European Journal of Engineering Education, 33(3), 283-295.

MacAndrew, S.; Walsh, L.; Oduyemi, K. & Lantz, C. (2008). Problem based learning in practice: listening to the lecturers. An investigation of academics' perceptions and practice concerning problem based learning. Scottish Higher Education Enhancement Research (2) Final report. En www.heacademy.ac.uk/assets/SHEER_MacAndrew_final.pdf, último acceso 15 de Julio de 2013.

Macho-Stadler, E., & Elejalde-García, M. J. (2013). Case study of a problem-based learning course of physics in telecommunication engineering degree. European Journal of Engineering Education, 38(4), 1-9. doi:10.1080/003043797.2013.780012.

Major, C. H., & Palmer, B. (2001). Assessing the effectiveness of Problem-Based Learning in Higher Education: Lessons from the Literature. Academic Exchange Quarterly, 5(1), 4-9.

Markes, I. (2006). A review of literature on employability skill needs in engineering. European Journal on Engineering Education, 31(6), 637-650.

Ministerio de Educación, Cultura y Deporte (2011). Resolución de 20 de diciembre de 2010, de la Universidad del País Vasco, por la que se publica el plan de estudios de graduado en Ingeniería Ambiental. Boletín Oficial del Estado, 26, 31 de enero de 2011, Sec. III, p. 10782.

Ministerio de Educación, Cultura y Deporte. (2013). Datos y cifras del Sistema Universitario Español. En http://www.mecd.gob.es/dms/mecd/educacionmecd/areas-educacion/universidades/estadisticas-informes/estadisticasinformes-documentum/datos-cifras/2012-2013-datos-y-cifras-sistemauniversitario-espanol.pdf, último acceso 15 de Julio de 2013

O'Brien, W., Soibelman, L., & Elvin, G. (2003). Collaborative design processes: an active- and reflective-learning course in multidisciplinary collaboration. Journal of Construction Education, 8(2), 78-93.

Oakley, B., Felder, R. M., Brent, R., & Elhajj, I. (2004). Turning students into effective teams. Journal of Student Centered Learning, 2(1), 9-34.

Prince, M. (2004). Does Active Learning work? A review of the research. Journal of Engineering Education, 93(3), 223-231.

Richter, D. M., & Paretti, M. C. (2009). Identifying barriers to and outcomes of interdisciplinarity in the engineering classroom. European Journal of Engineering Education, 34(1), 29-45.

Said, S. M., Mahamd Adikan, F. R., Mekhilef, S., & Abd Rahim, N. (2005). Implementation of the Problem-Based Learning approach in the Department of Electrical Engineering, University of Malaya. European Journal of Engineering Education, 30(1), 129-136.

Savery, J. R. (2006). Overview of Problem-Based Learning: Definitions and Distinctions. Interdisciplinary Journal of Problem-Based Learning, Vol. I., issue I, Article 3.

Torre, C. C., & Gil, E. (2004). Hacia una enseñanza universitaria centrada en el aprendizaje. Madrid: Universidad Pontificia de Comillas.

Vicerrectorado de Calidad e Innovación de la Universidad del País Vasco (2010). Bases para el desarrollo curricular de las titulaciones de la UPV/EHU. Modelo Irakaskuntza Kooperatibo eta Dinamikoa (IKD). En http://www.ikasketaberrikuntza.ehu.es/p272- shikdct/es/contenidos/informacion/ikd_educacion_activa/es_educ/educacion_a ctiva.html, último acceso 15 de Julio de 2013.

Vygotsky, L. S. (1987). Thinking and speech. L. S. Vygotsky, Collected works, 1, pp. 39- 285. New York: R. Rieber & A. Carton.

Walker, A., & Leary, H. (2009). A Problem Based Learning Meta Analysis: Differences Across Problem Types, Implementation Types, Disciplines, and Assessment Levels. Interdisciplinary Journal of Problem-Based Learning, 3(1), 6-28.

Yániz, C. (2008). Las competencias en el currículo universitario: implicaciones para diseñar el aprendizaje y para la formación del profesorado. RED U. Revista de Docencia Universitaria, 1, 1-14. En http://revistas.um.es/redu/article/view/10621/10211, último acceso 15 de Julio de 2013

[-]

This item appears in the following Collection(s)

Show full item record