Aprendizaje basado en problemas: ¿en qué tiempo se descompone la leche pasteurizada a temperatura ambiente?

Obaya, Adolfo; Rodríguez, Georgina García; Lima-Vargas, Alvaro Enrique; Vargas-Rodríguez, Yolanda Marina

doi:10.22201/fq.18708404e.2018.1.63701

Cited by 4 publications

(4 citation statements)

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“…La secuencia didáctica planificada en el curso universitario de Química referido se desarrolló según el método de Aprendizaje Basado en Problemas (ABP), planteando situaciones hipotéticas como verdaderas, que se relacionen con la vida cotidiana del estudiantado (Obaya, A. et. al, 2018), promoviendo así su aplicación práctica.…”

Section: Desarrollo De La Secuencia Didácticaunclassified

Experiencia sobre enseñanza del derecho a una alimentación adecuada y defensa del consumidor en una carrera Universitaria de Química

Crivaro

2023

Educación Química

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A la hora de pensar el modo de enseñanza y aprendizaje de normas jurídicas sobre alimentación, en el nivel universitario, surge la importancia de analizar las relaciones entre la promoción de prácticas adecuadas de dicha actividad y la aplicación de normativa de consumo en ellas. En el presente trabajo, se pondrán en tensión estas vinculaciones, a partir de la descripción de una secuencia didáctica desarrollada en un curso de la asignatura “Gestión de la calidad” de la carrera de Tecnicatura Universitaria en Química de la Universidad Nacional de Quilmes, Argentina, con base en respuestas de estudiantes sobre la puesta en práctica de estas disposiciones y su aplicación en los hábitos cotidianos. Particularmente, se indagará en el impacto de la adquisición de conocimiento legal en el tratamiento de productos alimenticios en el estudiantado universitario.

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Section: Desarrollo De La Secuencia Didácticaunclassified

Experiencia sobre enseñanza del derecho a una alimentación adecuada y defensa del consumidor en una carrera Universitaria de Química

Crivaro

2023

Educación Química

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“…Based on observations made through a questionnaire filled out by 108 Indonesian language teachers in West Sumatra, it was found that only 9.3% of teachers used group learning in online learning. In collaborative learning, PBL places a major emphasis on group work, resulting in a realistic team-based work environment and fostering a community of practice (Lin, 2017;Obaya, Vargas-Rodríguez, Lima-Vargas, & Vargas-Rodríguez, 2018). This model requires students to be able to collaborate in solving and compiling problems (Dakabesi & Louise, 2019).…”

Section: Introductionmentioning

confidence: 99%

Cooperative-Problem Based Learning Model Design in Online Learning

Ramadhan,

Atmazaki,

Indriyani

et al. 2023

Komposisi

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At this time, online learning is commonplace, although there are still limitations. Needs analysis reveals that individual learning predominates and that cooperative learning is difficult to implement, despite its significance. Based on this, the purpose of this research is to develop a Cooperative-Problem Based Learning model to be used as a distance learning model in learning Indonesian for high school students. This type of research uses the Plomp Model for development (preliminary research; prototype stage; and assessment stage). This study uses a descriptive data analysis approach. The data was obtained based on the validation results that have been carried out in 2 ways, namely self-evaluation and expert validation. Validation was carried out using instruments in the form of a questionnaire and the results of the questionnaire analysis were analyzed using descriptive statistics. The results showed that the teaching materials produced were classified as very valid and could be tested on students. The results of the study show that a language learning model is needed that allows students to learn cooperatively in groups even when distance or online learning is used. In addition, the learning model must adapt to the demands of students and develop following the progress of science and technology. A possible alternative is the Cooperative-Problem-Based Learning approach.

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“…To improve the learning teaching process, various teaching strategies have been designed, including problem-based learning (PBL) [4]. PBL is learning that results from the process of entertainment or solving a problem [5]. The PBL offers students an obvious answer to the questions: Why do we have to learn this information?…”

Section: Introductionmentioning

confidence: 99%

“…The appropriate "good problems" to work in the classroom through PBL cycles, are those defined as open or unstructured, ambiguous, capable of changing and proposing various solutions [11]. The PBL has been applied to the teaching of the Chemical Sciences [12,13,14,15,16] and to the teaching of Physical Chemistry [5,17,18,19,20,21].…”

Section: Introductionmentioning

confidence: 99%

PBL with the Application of Multiple and Nonlinear Linear Regression in Chemical Kinetics and Catalysis

Valdivia¹,

Osornio²,

Vargas-Rodríguez³

2021

EDUCATION

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In the resolution of problems in chemical kinetics and catalysis the mathematical models relate the independent variable that is usually time, with the dependent variable which is normally the concentration of a reactant. They conform to linear models, whose parameters such as the ordering to origin and the slope are kinetic parameters, applying linear regression to the experimental data can be obtained linear models that are the simplest to be found. On other side, multiple models can be found with two or more independent variables, however, there are models that are not feasible to linearize and therefore you can make use of nonlinear regression. This paper is exemplified by the Problem-Based Learning (PBL) scheme and the use of software such as Stat graphics and Polymath to solve the resulting mathematical models. The results obtained are compared with traditional methods as multiple linearized least squares, in this way the learning teaching process is strengthened, since the student raises the kinetic model and then solves it with computer tools. Through the PBL cycles generated in the resolution of real problems in chemical kinetics and catalysis, significant learnings are achieved on difficult comprehension topics such as initial rate for the determination of the reaction order, half-life times, temperature effect and heterogeneous catalysis.

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Aprendizaje basado en problemas: ¿en qué tiempo se descompone la leche pasteurizada a temperatura ambiente?

Cited by 4 publications

References 0 publications

Experiencia sobre enseñanza del derecho a una alimentación adecuada y defensa del consumidor en una carrera Universitaria de Química

Experiencia sobre enseñanza del derecho a una alimentación adecuada y defensa del consumidor en una carrera Universitaria de Química

Cooperative-Problem Based Learning Model Design in Online Learning

PBL with the Application of Multiple and Nonlinear Linear Regression in Chemical Kinetics and Catalysis

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