Curricular change and educational quality /Cambio de plan y calidad educativa

Abstract

There is no doubt that the teaching change generated by the adaptation of the former study programme to the EHEA has led to significant shifts regarding teaching loads and the organization of subjects. This paper assesses the students’ perception of the subject, the teacher and the teaching organization according to the study programme followed. For this purpose, 226 students have been assessed who have all received teaching in the same subject, with the same teacher and with the same contents, with the only variant being their study plan. An instrument developed ad hoc was applied, which comprises 18 items and assesses the students’ perceptions of the content and the perceived organization of the teaching. On the one hand, the results show the instrument to be an adequate scale that assesses teaching and organizational aspects linked to study plans in a valid and reliable way. On the other hand, it reveals that students following the new plan show more negative perceptions of organizational quality and aspects related to learning content. Moreover, these students’ marks tend to be lower compared to those achieved by students following the former plan.

Mapeo del conocimiento para la enseñanza interdisciplinaria en ingeniería

“…Para Castro y Li (2014) destaca en la práctica pedagógica el conocimiento que manejan los docentes para identificar los posibles errores en la abstracción de conceptos por parte del estudiante; se infiere como determinante la estrategia aplicada para que el aprendiz sea consciente de la valoración del constructo en la aprehensión de las temáticas disciplinares y sus mecanismos de integración. Autores como (Coll y Engel, 2014;Robles et al, 2017) sostienen la importancia de que el estudiante participe de una formación integral de sus capacidades, para la creación e innovación en el dominio de contenidos; se requiere una visión crítica en correspondencia a sus intereses, necesidades, propósitos personales; en síntesis, prevalecen procesos continuos de autoaprendizaje que conducen la toma de decisiones, en relación a las condiciones, formas y mecanismos que emplea en la construcción de un conocimiento significativo.…”