Active learning in basic engineering courses: an example in the teaching of Dynamics
DOI:
https://doi.org/10.17533/udea.unipluri.7912Keywords:
teaching, education, engineering education, active learningAbstract
Traditionally, engineering higher education does not allow the active participation of students in their learning process, because they are passive actors in the process, limited to following and trying to understand what the teacher do on the board, to later apply the results in problems that are assigned. This form of traditional education also gets the students used to dependent on the teacher as a source of knowledge, which does not stimulate intellectual autonomy. Therefore, teaching strategies focus on active learning are the most relevant concerning participative instruction, competence development and stimulation of student autonomy. In this paper, an active learning teaching strategy is proposed to be used in basic engineering courses, exemplifying its application in the Dynamics course for the Department of Mechanical Engineering at the University of Antioquia. It is proposed that such strategy is a valid alternative for the teaching of basic engineering courses, where problem based learning is usually not of pertinence.
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