Exploring multidisciplinary teamwork of applied physics and engineering students in a challenge-based learning course

Mesutoğlu, Canan; Bayram-Jacobs, Dürdane; Vennix, Johanna; Limburg, A.A.A.; Pepin, Birgit

doi:10.1080/02635143.2022.2154334

Cited by 7 publications

(3 citation statements)

References 35 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…Collombelli (2021) trabaja en colaboración con 73 doctores de diferentes áreas en un programa de educación emprendedora que integra los resultados de investigaciones en campos muy variados para entender la idea de generar procesos productivos, y de crecimiento económico, pero construidos bajo el paradigma de la "complejidad". En esta misma línea, Mesutoglu (2022), explora el trabajo multidisciplinario de estudiantes de ingeniería, administración y física, para demostrar cómo las organizaciones resultan beneficiadas cuando se integran estas 3 áreas aportando a la calidad y mejoramiento de los productos.…”

Section: A) La Interdisciplinariedad Como Finalidad Formativaunclassified

Aporte pedagógico del Aprendizaje Basado en Desafíos a la formación de los administradores de empresas: una revisión sistemática de la literatura (2019-2023)

Rincón Sánchez,

Pinedo Cantillo,

Ramírez -Tarazona

2023

Sophia

View full text Add to dashboard Cite

La educación en la sociedad del conocimiento se enfrenta a enormes retos que deben ser afrontados bajo la perspectiva de la innovación pedagógica y didáctica. En esta época de cambios el Aprendizaje Basado en Desafíos se erige como una orientación oportuna para el mejoramiento de las prácticas de enseñanza y aprendizaje, particularmente en los programas de administración de empresas ofertados en instituciones de educación superior. Si bien el CBL es una metodología que en los últimos años se ha venido desarrollando en distintas áreas del conocimiento, en las ciencias económicas y administrativas aún se desconoce todo el potencial que este enfoque tiene para ofrecer a la formación universitaria. Siendo esto así, este artículo presenta una revisión sistemática de la literatura sobre el aporte pedagógico del Challenge-Based Learning a la formación de nuevos administradores de empresas en la educación superior, de tal forma que puedan responder a las necesidades de las organizaciones del presente y del futuro. Se realiza un estudio descriptivo analizando las investigaciones publicadas desde el año 2019 hasta el 2023, siguiendo las directrices Prisma. Se revisaron 82 artículos utilizando una matriz temática cualitativa. Los resultados describen los beneficios de la integración del aprendizaje basado en desafíos en la estructura pedagógica de los programas de administración de empresas. Con esta investigación se aporta al estado del arte de un aspecto relevante que se abre paso en la educación superior en América Latina.

show abstract

Section: A) La Interdisciplinariedad Como Finalidad Formativaunclassified

Aporte pedagógico del Aprendizaje Basado en Desafíos a la formación de los administradores de empresas: una revisión sistemática de la literatura (2019-2023)

Rincón Sánchez,

Pinedo Cantillo,

Ramírez -Tarazona

2023

Sophia

View full text Add to dashboard Cite

show abstract

“…An engineer must therefore employ communication and teamwork skills, working in coordination with colleagues, so that the final project may be perceived as a whole, rather than as a collection of interconnected parts (Al Hadithi, 2018;Say et al, 2022). In addition, based once again on the social focus of an engineer's professional work, engineers must be critical and demanding with regard to the work of their peers, so that teamwork can solve each problem in the most appropriate way (Mesutoglu et al, 2022). Although some engineers may be working to the best of their ability, their efforts might be in vain, if other team members are not doing so.…”

Section: Introductionmentioning

confidence: 99%

“…In view of the above, it is essential that engineers acquire selfcriticism and peer-critique skills during their training (Mesutoglu et al, 2022;Santos et al, 2023). In doing so, future professional engineers will gain critical expectations toward their own work and the work of their peers, with the final aim of arriving at the most effective solutions (Siu, 1999), thereby guaranteeing the fulfillment of their professional commitments (Revilla-Cuesta et al, 2023).…”

Section: Introductionmentioning

confidence: 99%

Teaching self-criticism and peer-critique skills to engineering students through a temporal survey-based program

Revilla-Cuesta,

Hurtado-Alonso,

Fontaneda

et al. 2024

Front. Educ.

View full text Add to dashboard Cite

IntroductionEngineering students should develop critical-thinking skills and insist on appropriate performance levels both from themselves and from their colleagues during their training. In doing so, they will adopt critical attitudes toward their own and others’ work. This will help them to successfully perform their future professional work with the highest standards.MethodsIn this research, peer- and self-assessments of in-class presentations through a survey-based program were used to analyze the development of critical-thinking skills among engineering students. The program included two key features: firstly, formative assessments were repeatedly conducted over time; secondly, teachers’ ratings were provided to students as comparative benchmarks. This approach encouraged students to reflect on their ratings over time using the reference of the teacher.ResultsFrom a general perspective, the analysis of survey responses showed that students assigned lower ratings in assessments conducted at a later stage, despite receiving higher ratings from their teachers over time. Therefore, students became more demanding throughout the experience in spite of the increased quality of their work according to the teachers’ assessments. Moreover, students tended to closely attune their evaluations to their teachers’ ratings. Comparing peer- and self-assessments, it was noted that students were more demanding toward the work of their peers in the long term, and especially their ability to explain concepts, than they were toward their own work. Nevertheless, high temporary increases were observed in students’ own self-assessments of presentation-file quality. Finally, students did not conduct overall assessments with the same level of demand as their teachers at any time during the experience.DiscussionThe results demonstrate that this program and similar initiatives are useful to help engineering students to develop critical-thinking skills and to broaden their expectations with respect to their own and their colleagues’ work. However, other relevant aspects could be evaluated in lengthier programs, such as whether the students’ levels of critical thinking and expectations are maintained when the comparative reference of a teacher’s assessment is unavailable.

show abstract

Bridging the Gap: An Extended Challenge-Based Learning Framework for University-Industry Collaboration

Cardador,

Teixeira,

Pereira

et al. 2024

Lecture Notes in Educational Technology

View full text Add to dashboard Cite

Exploring multidisciplinary teamwork of applied physics and engineering students in a challenge-based learning course

Cited by 7 publications

References 35 publications

Aporte pedagógico del Aprendizaje Basado en Desafíos a la formación de los administradores de empresas: una revisión sistemática de la literatura (2019-2023)

Aporte pedagógico del Aprendizaje Basado en Desafíos a la formación de los administradores de empresas: una revisión sistemática de la literatura (2019-2023)

Teaching self-criticism and peer-critique skills to engineering students through a temporal survey-based program

Bridging the Gap: An Extended Challenge-Based Learning Framework for University-Industry Collaboration

Contact Info

Product

Resources

About