Aprendizaje basado en retos (ABR) con enfoque STEM para la enseñanza de bombas de ariete
DOI :
https://doi.org/10.31637/epsir-2025-2266Mots-clés :
Aprendizaje Basado en Retos, Bombas de ariete, Estudiantes de Ingeniería Civil, Evaluación práctica, Habilidades transversales, STEM, Mejora continua del desempeño, Enseñanza de HidráulicaRésumé
Introducción: La Universidad Técnica Particular de Loja (UTPL) implementa el Aprendizaje Basado en Retos (ABR) con enfoque STEM para enseñar bombas de ariete dentro de la asignatura de Ingeniería Hidráulica. Metodología: Los estudiantes, organizados en equipos, diseñan y construyen prototipos funcionales aplicando conceptos teóricos en situaciones reales. Estos modelos se evalúan mediante pruebas experimentales, promoviéndose la mejora continua de los diseños. Resultados: Se observó un alto nivel de participación y motivación entre los estudiantes, quienes demostraron un aprendizaje efectivo e integrador. Desarrollaron habilidades transversales como la resolución de problemas, el pensamiento crítico y la creatividad proactiva. Las pruebas en campo permitieron evaluar objetivamente el rendimiento de los equipos así como de sus prototipos, proporcionando una oportuna retroalimentación. Discusión: Los resultados confirman que el ABR es una herramienta didáctica eficaz para la enseñanza de bombas de ariete, promoviendo un aprendizaje activo y significativo. Además, facilita una evaluación objetiva del desempeño de los estudiantes y sus equipos, y crea un ambiente de aprendizaje colaborativo y motivador. Conclusiones: El ABR es una alternativa prometedora para la enseñanza de hidráulica, ofreciendo beneficios para los estudiantes, como un mejor uso de los conceptos teóricos y el desarrollo de habilidades transversales.
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Universidad Técnica Particular de Loja
Numéros de subventions 1190068729001
