* Autor a quien debe ser dirigida la correspondenciaRecibido Dic. 5, 2016; Aceptado Feb. 3, 2017; Versión final Mar. 30, 2017, Publicado Ago. 2017 Resumen Con el objeto de aportar al mejoramiento del rendimiento académico del alumnado de primer curso de dos grados de ingeniería que se imparten en la Escuela de Ingeniería de Bilbao se ha realizado un estudio pormenorizado de los resultados académicos obtenidos en cada asignatura en función del perfil de ingreso desde la implantación de los nuevos planes de estudio. Además en cada materia se ha realizado un análisis de las carencias formativas del alumnado utilizando encuestas sobre conocimientos al inicio de la docencia de cada asignatura y a su término que recogen, entre otras, las principales dificultades a las que se ha enfrentado el alumnado en el transcurso de la asignatura. Con la información obtenida en este estudio se han identificado los puntos débiles que servirán como base para el diseño de actividades formativas necesarias para compensar las carencias detectadas. Palabras clave: rendimiento académico; perfil de ingreso; materias básicas; carencias formativas Analysis of the Academic Achievement in Relation with the Profile of Entrance and Educational Deficiencies Identification in Basic Matters in two Degrees of Engineering AbstractAs a contribution to the improvement of the academic performance of first year students of two degrees offered at the Engineering School of Bilbao, a detailed study of the results obtained in each of the subjects based on the students' entrance profile since the new degree programs were initiated, has been conducted. In addition to that, an analysis of the weak areas that the students have in each subject has been performed. To accomplish this, tests at the beginning and at the end of the courses have been conducted, compiling in this way the main difficulties that students face during the development of the course. With the results obtained in this study, various weak points have been detected. These findings will serve to design academic activities that compensate the detected weaknesses.
In the current climate emergency context, many national and international organizations have adopted measures to integrate sustainability and Sustainable Development Goals (SDGs) in all their fields of action. Within education, steps have been taken to incorporate the perspective of sustainability at all levels. This process has also started at the university since it plays a fundamental role in the strategy for the implementation of specific policies to promote sustainability. However, sometimes it is difficult to include this type of knowledge in the curriculum, due to the lack of flexibility of the university structure or the lack of time to cover the syllabus. In this scenario, civil engineering plays a main role as a fundamental activity in the creation of services and infrastructures with a high environmental impact. The objective of this study is to show a multidisciplinary approach to working on sustainability in a transversal way in the civil engineering degree and to analyze the impact that this type of initiative can have from the learning point of view. The study shows a curricular trajectory supported by problem-based learning and project-based learning designed to promote sustainability in the practice of civil engineering. The good results obtained in the evaluation of the project and the growing incorporation of the SDGs in the final degree projects suggest that this methodology can be implemented by other university degrees.
ResumenEn este trabajo se presenta la implementación de actividades interdisciplinares para el aprendizaje de la geometría, utilizando applets dinámicas programadas en GeoGebra. Estas actividades se desarrollan en dos asignaturas básicas de ingeniería: Álgebra y Geometría y Expresión Gráfica. Las actividades se han propuesto tanto en sesiones presenciales como en no presenciales fomentando la interactividad y el aprendizaje autónomo. Se ha evaluado la actividad interdisciplinar, el uso del software y la adquisición de conocimientos por parte del alumnado. La evaluación ha mostrado que los estudiantes valoran positivamente las tareas propuestas y la utilización del programa informático elegido para desarrollarlas. Además, les ha facilitado la comprensión y profundización de conceptos geométricos. Por ello, la integración de GeoGebra en el proceso enseñanza-aprendizaje de la geometría ha sido satisfactorio, aunque el profesorado piensa que el alumnado debe ser más consciente de la relación existente entre las dos materias. AbstractThis paper presents the implementation of interdisciplinary activities for the learning of geometry, using dynamic applets programmed in GeoGebra. These activities are developed in two basic engineering subjects: Algebra and Geometry and Graphical Expression. The activities have been proposed both in face-to-face sessions and on-line sessions, promoting interactivity and autonomous learning. The interdisciplinary nature of the activities, the use of software and the acquisition of knowledge by students have been evaluated. The evaluation has shown that students positively value the proposed tasks and the use of the software chosen to develop them. In addition to that, it has facilitated the understanding and deepening of geometric concepts. Therefore, the integration of GeoGebra in the teaching-learning process of geometry has been satisfactory, although lecturers think that students should be more aware of the relationship between the two subjects.
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