Aprendizaje basado en projectos versus cursos de aprendizaje cooperativo en estudiantes de ingeniería
(Project-Based Learning versus Cooperative Learning courses in Engineering Students)
Guillermo Fuertes Sanchez (firstname.lastname@example.org)1, Manuel Vargas Guzman (email@example.com)2, Ismael Soto Gómez (firstname.lastname@example.org)3, Kurt Witker Riveros (email@example.com)4, Maria Alejandra Peralta Muller (firstname.lastname@example.org)4, Jorge Sabattin Ortega (email@example.com)1
1Universidad de Santiago de Chile2Universidad Andres Bello3Universidad de Santiago de Chile4Universidad Católica del Norte
This paper appears in: Revista IEEE América Latina
Publication Date: Sept. 2015
Volume: 13, Issue: 9
This research presents the application of Project-based learning at the School of Engineering of the Catholic University of the North. Three projects were presented to students of different levels of Industrial Engineering and Computer Engineering degree in four undergraduate courses.
The innovation in the application of the method is to create transversal work groups to develop multidisciplinary and challenging projects. The planning between courses allowed integrate knowledge, experiences and interests of the various team members. These projects were organized into the following 4 stages; conception, design, implementation and operation.
Finally, educational assessment of the impact of Project-based learning methodology was confronted with the method of cooperative learning. The principal advantage of PBL is obtaining better skills and competences developed by students.
Project-based learning, Engineering education, Learning systems, Technological innovation
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