2012, Vol. 2, núm. 1Some experiences related to innovation methodologies within the university classroomhttp://hdl.handle.net/2099/121412024-03-28T15:46:40Z2024-03-28T15:46:40ZAnalysis of students’ generated questions in laboratory learning environmentsLlorens-Molina, Juan AntonioLlorens de Jaime, Jesús MaríaSanz Berzosa, Isidorahttp://hdl.handle.net/2099/121532020-07-22T22:01:17Z2012-05-14T15:25:08ZAnalysis of students’ generated questions in laboratory learning environments
Llorens-Molina, Juan Antonio; Llorens de Jaime, Jesús María; Sanz Berzosa, Isidora
In order to attain a reliable laboratory work assessment, we argue taking the Learning Environment as a core concept and a research paradigm that considers the factors affecting the laboratory as a particularly complex educational context.
With regard to Laboratory Learning Environments (LLEs), a well known approach is the SLEI (Science Laboratory Environment Inventory). The aim of this research is to design and apply an alternative and qualitative assessment tool to characterize Laboratory Learning Environments in an introductory course of organic chemistry. An alternative and qualitative assessment tool would be useful for providing feed-back for experimental learning improvement; serving as a complementary triangulation tool in educational research on LLEs; and generating meaningful categories in order to design quantitative research instruments.
Toward this end, spontaneous questions by students have been chosen as a reliable source of information. To process these questions, a methodology based on the Grounded Theory has been developed to provide a framework for characterizing LLEs. This methodology has been applied in two case studies. The conclusions lead us to argue for using more holistic assessment tools in both everyday practice and research. Likewise, a greater attention should be paid to metacognition to achieve suitable self-perception concerning students’ previous knowledge and manipulative skills.
2012-05-14T15:25:08ZLlorens-Molina, Juan AntonioLlorens de Jaime, Jesús MaríaSanz Berzosa, IsidoraIn order to attain a reliable laboratory work assessment, we argue taking the Learning Environment as a core concept and a research paradigm that considers the factors affecting the laboratory as a particularly complex educational context.
With regard to Laboratory Learning Environments (LLEs), a well known approach is the SLEI (Science Laboratory Environment Inventory). The aim of this research is to design and apply an alternative and qualitative assessment tool to characterize Laboratory Learning Environments in an introductory course of organic chemistry. An alternative and qualitative assessment tool would be useful for providing feed-back for experimental learning improvement; serving as a complementary triangulation tool in educational research on LLEs; and generating meaningful categories in order to design quantitative research instruments.
Toward this end, spontaneous questions by students have been chosen as a reliable source of information. To process these questions, a methodology based on the Grounded Theory has been developed to provide a framework for characterizing LLEs. This methodology has been applied in two case studies. The conclusions lead us to argue for using more holistic assessment tools in both everyday practice and research. Likewise, a greater attention should be paid to metacognition to achieve suitable self-perception concerning students’ previous knowledge and manipulative skills.Analysis of online quizzes as a teaching and assessment toolSalas-Morera, LorenzoArauzo-Azofra, AntonioGarcía-Hernández, Laurahttp://hdl.handle.net/2099/121522020-07-22T22:01:16Z2012-05-14T15:23:38ZAnalysis of online quizzes as a teaching and assessment tool
Salas-Morera, Lorenzo; Arauzo-Azofra, Antonio; García-Hernández, Laura
This article deals with the integrated use of online quizzes as a teaching and assessment tool in the general program of the subject Proyectos in the third course of Ingeniero Técnico en Informática de Gestión over five consecutive years. The research undertaken aimed to test quizzes effectiveness on student performance when used, not only as an isolated assessment tool, but also when integrated into a combined strategy, which support the overall programming of the subject. The results obtained during the five years of experimentation using online quizzes shows that such quizzes have a proven positive influence on students' academic performance. Furthermore, surveys conducted at the end of each course revealed the high value students accord to use of online quizzes in course instruction.
2012-05-14T15:23:38ZSalas-Morera, LorenzoArauzo-Azofra, AntonioGarcía-Hernández, LauraThis article deals with the integrated use of online quizzes as a teaching and assessment tool in the general program of the subject Proyectos in the third course of Ingeniero Técnico en Informática de Gestión over five consecutive years. The research undertaken aimed to test quizzes effectiveness on student performance when used, not only as an isolated assessment tool, but also when integrated into a combined strategy, which support the overall programming of the subject. The results obtained during the five years of experimentation using online quizzes shows that such quizzes have a proven positive influence on students' academic performance. Furthermore, surveys conducted at the end of each course revealed the high value students accord to use of online quizzes in course instruction.A New learning experience: voluntary preparatory course for the bachelor’s degree in engineeringBotey Cumella, MurielAlcaraz, Olgahttp://hdl.handle.net/2099/121512020-07-22T22:01:18Z2012-05-14T15:21:24ZA New learning experience: voluntary preparatory course for the bachelor’s degree in engineering
Botey Cumella, Muriel; Alcaraz, Olga
This paper reports on a new experience carried out at school associated with the Technical University of Catalonia, Universitat Politècnica de Catalunya (UPC) in September 2010. The aim is to describe the organization, funding and results of a preparatory course in Physics for a bachelor's degree in Engineering. We assess the students’ opinions about the experience and whether it should be repeated. We also analyze the profile of the students who access this School, estimating their initial knowledge of physics. The results obtained provide solid evidence that 70% of new students coming from Vocational Education Schools do not meet the required minimums.
2012-05-14T15:21:24ZBotey Cumella, MurielAlcaraz, OlgaThis paper reports on a new experience carried out at school associated with the Technical University of Catalonia, Universitat Politècnica de Catalunya (UPC) in September 2010. The aim is to describe the organization, funding and results of a preparatory course in Physics for a bachelor's degree in Engineering. We assess the students’ opinions about the experience and whether it should be repeated. We also analyze the profile of the students who access this School, estimating their initial knowledge of physics. The results obtained provide solid evidence that 70% of new students coming from Vocational Education Schools do not meet the required minimums.Development and assessment of generic competences in engineering degrees through creativityAnguís Climent, Diegohttp://hdl.handle.net/2099/121502020-07-22T22:01:17Z2012-05-14T15:19:34ZDevelopment and assessment of generic competences in engineering degrees through creativity
Anguís Climent, Diego
Now more than ever, the social demands on the University require huge amounts of creativity to respond to the socio-economic context of today’s society. Creativity is an ability that requires teamwork as a framework for discussion of the particular ideas of its members, and a scenario for the development of necessary attitudes of tolerance.
The experience described was developed with the help received by the University of Seville, within the Call for Teaching Innovation and Improvement Projects of the University’s First Teaching Plan during the 2010-2011 academic year, in a subject corresponding to the second term of the first year of Building Engineering. The experience was designed to develop a very short video with subject-related content to motivate the development of creativity among the students, and which would allow them to understand their own strengths and weaknesses in this area. It was also designed to achieve certain transverse competences included within the learning objectives of the subject, such as the ability to communicate through word and image in the context of a project in which teamwork is promoted.
Given that such competences are always difficult to assess, the experience also sought to explore different approaches through peer assessment (using rubrics designed specifically for this case) and assessments involving agents external to the educational process.
The results obtained show that, from the context of teaching technical subjects, it is possible to develop creativity together with the specific knowledge of the subject, and this experience is proposed as a new model for its teaching.
2012-05-14T15:19:34ZAnguís Climent, DiegoNow more than ever, the social demands on the University require huge amounts of creativity to respond to the socio-economic context of today’s society. Creativity is an ability that requires teamwork as a framework for discussion of the particular ideas of its members, and a scenario for the development of necessary attitudes of tolerance.
The experience described was developed with the help received by the University of Seville, within the Call for Teaching Innovation and Improvement Projects of the University’s First Teaching Plan during the 2010-2011 academic year, in a subject corresponding to the second term of the first year of Building Engineering. The experience was designed to develop a very short video with subject-related content to motivate the development of creativity among the students, and which would allow them to understand their own strengths and weaknesses in this area. It was also designed to achieve certain transverse competences included within the learning objectives of the subject, such as the ability to communicate through word and image in the context of a project in which teamwork is promoted.
Given that such competences are always difficult to assess, the experience also sought to explore different approaches through peer assessment (using rubrics designed specifically for this case) and assessments involving agents external to the educational process.
The results obtained show that, from the context of teaching technical subjects, it is possible to develop creativity together with the specific knowledge of the subject, and this experience is proposed as a new model for its teaching.The Integrated project as a learning experienceAntequera Caplliure, Mª ÁngelesHerrero Montagud, Mercedeshttp://hdl.handle.net/2099/121492020-07-22T22:01:16Z2012-05-14T15:18:27ZThe Integrated project as a learning experience
Antequera Caplliure, Mª Ángeles; Herrero Montagud, Mercedes
Florida Universitaria is a higher education centre specialising in technical and business training among other specialist areas. Postgraduate programmes, graduate programmes, vocational training, secondary education, further education, occupational training and languages are taught at Florida. An educational model in accordance with the requirements of the European Higher Education Area has been designed, focussing on teaching for professional competencies. We have chosen to use a methodology which enhances the development of skills and abilities as well as collaborative learning. Also, it is student-oriented as students must search for knowledge by themselves thus connecting the educational and the real world. In the different university degrees taught in our centre, each year students carry out a project which is set in a real context. This project integrates specific competencies from the course subjects and also, it develops transversal competencies associated with the project which are the purpose of planning and progressive learning: team work, effective communication, conflict resolution, leadership skills, innovation and creativity. The integrated project (IP) accounts for 25% of each course in terms of objectives, scheduling and final assessment. The grade achieved by every student in the IP is also part of the student’s final grade for every subject involved in the project (i.e. the above-mentioned 25%).
The results presented here show that the IP has not benefited the “bad” students and penalised the “good” ones, as a significant number of students and teachers might have thought at first. The added value of this methodology is the transversal competencies and skills that students can acquire.
2012-05-14T15:18:27ZAntequera Caplliure, Mª ÁngelesHerrero Montagud, MercedesFlorida Universitaria is a higher education centre specialising in technical and business training among other specialist areas. Postgraduate programmes, graduate programmes, vocational training, secondary education, further education, occupational training and languages are taught at Florida. An educational model in accordance with the requirements of the European Higher Education Area has been designed, focussing on teaching for professional competencies. We have chosen to use a methodology which enhances the development of skills and abilities as well as collaborative learning. Also, it is student-oriented as students must search for knowledge by themselves thus connecting the educational and the real world. In the different university degrees taught in our centre, each year students carry out a project which is set in a real context. This project integrates specific competencies from the course subjects and also, it develops transversal competencies associated with the project which are the purpose of planning and progressive learning: team work, effective communication, conflict resolution, leadership skills, innovation and creativity. The integrated project (IP) accounts for 25% of each course in terms of objectives, scheduling and final assessment. The grade achieved by every student in the IP is also part of the student’s final grade for every subject involved in the project (i.e. the above-mentioned 25%).
The results presented here show that the IP has not benefited the “bad” students and penalised the “good” ones, as a significant number of students and teachers might have thought at first. The added value of this methodology is the transversal competencies and skills that students can acquire.Flight mechanics experiment onboard nasa’s zero gravity aircraftMatthews, Kyle R.Motiwala, Samira A.Edberg, Donald L.García-Llama, Eduardohttp://hdl.handle.net/2099/121472020-07-22T22:01:18Z2012-05-14T15:16:33ZFlight mechanics experiment onboard nasa’s zero gravity aircraft
Matthews, Kyle R.; Motiwala, Samira A.; Edberg, Donald L.; García-Llama, Eduardo
This paper presents a method to promote STEM (Science, Technology, Engineering, and Mathematics) education through participation in a reduced gravity program with NASA (National Aeronautics and Space Administration). Microgravity programs with NASA provide students with a unique opportunity to conduct scientific research with innovative and creative solutions through hands-on experimental design and testing in reduced gravity conditions. A group of undergraduate students from California State Polytechnic University, Pomona, participated in the NASA’s SEED (Systems Engineering Educational Discovery) Reduced Gravity Program, which focuses on addressing systems engineering challenges in microgravity. The team worked with a NASA Principal Investigator on a project to build and fly a prototype test article to demonstrate emergency atmospheric reentry with single-axis control. Through this experience, the team was able to gain hands-on experience with spacecraft instrumentation and learn valuable lessons in teamwork and systems engineering that can be applied to real-world situations. As part of the SEED program, the team shared its experience with local high schools in order to spark interest in STEM-related fields in the next generation of scientists and engineers.
2012-05-14T15:16:33ZMatthews, Kyle R.Motiwala, Samira A.Edberg, Donald L.García-Llama, EduardoThis paper presents a method to promote STEM (Science, Technology, Engineering, and Mathematics) education through participation in a reduced gravity program with NASA (National Aeronautics and Space Administration). Microgravity programs with NASA provide students with a unique opportunity to conduct scientific research with innovative and creative solutions through hands-on experimental design and testing in reduced gravity conditions. A group of undergraduate students from California State Polytechnic University, Pomona, participated in the NASA’s SEED (Systems Engineering Educational Discovery) Reduced Gravity Program, which focuses on addressing systems engineering challenges in microgravity. The team worked with a NASA Principal Investigator on a project to build and fly a prototype test article to demonstrate emergency atmospheric reentry with single-axis control. Through this experience, the team was able to gain hands-on experience with spacecraft instrumentation and learn valuable lessons in teamwork and systems engineering that can be applied to real-world situations. As part of the SEED program, the team shared its experience with local high schools in order to spark interest in STEM-related fields in the next generation of scientists and engineers.Some experiences related to innovation methodologies within the university classroomAmante García, BeatrizMartínez Martínez, María del Rosariohttp://hdl.handle.net/2099/121462021-05-20T20:52:29Z2012-05-14T15:10:27ZSome experiences related to innovation methodologies within the university classroom
Amante García, Beatriz; Martínez Martínez, María del Rosario
In this second year of our Journal JOTSE our main challenge is to publish experiences related to innovation methodologies within the university classroom. Thus, allowing for the implementation and/or evaluation of competences throughout students’ learning process and, especially, in the scientific and technological fields.
2012-05-14T15:10:27ZAmante García, BeatrizMartínez Martínez, María del RosarioIn this second year of our Journal JOTSE our main challenge is to publish experiences related to innovation methodologies within the university classroom. Thus, allowing for the implementation and/or evaluation of competences throughout students’ learning process and, especially, in the scientific and technological fields.