Descripción
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The aim of this study is to evaluate the effects obtained after applying two active learning methodologies (cooperative learning and project based learning) to the achievement of the competence problem solving. This study was carried out at the Technical University of Madrid, where these methodologies were applied to two Operating Systems courses. The first hypothesis tested was whether the implementation of active learning methodologies favours the achievement of ?problem solving?. The second hypothesis was focused on testing if students with higher rates in problem solving competence obtain better results in their academic performance. The results indicated that active learning methodologies do not produce any significant change in the generic competence ?problem solving? during the period analysed. Concerning this, we consider that students should work with these methodologies for a longer period, besides having a specific training. Nevertheless, a close correlation between problem solving self appraisal and academic performance has been detected. | |
Internacional
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Si |
Nombre congreso
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Research in Engineering Education Symposium (REES 2011) |
Tipo de participación
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960 |
Lugar del congreso
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Madrid, España |
Revisores
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Si |
ISBN o ISSN
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978-84-695-2615-6 |
DOI
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Fecha inicio congreso
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04/10/2011 |
Fecha fin congreso
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07/10/2011 |
Desde la página
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191 |
Hasta la página
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198 |
Título de las actas
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Research in Engineering Education Symposium. Book of Proceedings |