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Please use this identifier to cite or link to this item:
https://hdl.handle.net/20.500.11839/6545Full metadata record
| DC Field | Value | Language |
|---|---|---|
| dc.contributor.author | Trejos Buriticá, Omar Iván | - |
| dc.date.accessioned | 2018-06-26T15:44:37Z | - |
| dc.date.available | 2018-06-26T15:44:37Z | - |
| dc.date.issued | 2017-09-04 | - |
| dc.identifier.citation | APA 7th - Trejos Buriticá, O. I. (2017). Aprendizaje colaborativo vs. aprendizaje cooperativo: una experiencia dentro del contexto de la programación de computadores en ingeniería de sistemas usando problem based learning. Revista de Investigación, 10(2), 11-22. https://doi.org/10.29097/2011-639X.78 | - |
| dc.identifier.issn | 2011639x | - |
| dc.identifier.uri | https://doi.org/10.29097/2011-639X.78 | - |
| dc.description | This article is one of the products of a research project in the classroom. The purpose was to compare, from the experimental, two approaches of group work with the aim of having solid elements of judgment. This would allow inferring the convenience of one of these methods, within the teaching and learning process of computer programming, in an initial course of systems engineering. For that purpose, an experimental design in the classroom during the development of the subject programming over six semesters was drawn, with the establishment of parallel observation subgroups within the same course. Indeed, the research in engineering programs is not only convenient but very necessary for teachers to have consistent criteria at the time of searching ways for their students to achieve learning objectives. As a conclusion, if they take advantage of the appropriate form, the approaches to collaborative learning and cooperative learning are pathways that allow interaction, communication, improvement, cohesion, autonomy, and socialization; highly necessary characteristics that the engineer of our times can encourage their training process as a student. | es_CO |
| dc.description.abstract | El presente artículo es uno de los productos de un proyecto de investigación en el aula, cuyo propósito fue comparar, desde lo experimental, dos enfoques de trabajo en grupo con el ánimo de tener elementos de juicio sólidos que permitieran inferir la conveniencia de uno de estos enfoques dentro del proceso de enseñanza y aprendizaje de la programación de computadores en un curso inicial de ingeniería de sistemas. Para ello se recurrió a un diseño experimental en el aula durante el desarrollo de la asignatura Programación I a lo largo de seis semestres, con la conformación de subgrupos de observación paralelos dentro del mismo curso. Se encontró que efectivamente la investigación en programas de ingeniería no solo es conveniente, sino muy necesaria para que los docentes puedan tener criterios firmes al momento de buscar caminos para que sus alumnos logren los objetivos de aprendizaje. Se concluye que si se aprovechan de la forma apropiada, los enfoques de aprendizaje colaborativo y de aprendizaje cooperativo son caminos que posibilitan la interacción, comunicación, superación, cohesión, autonomía y socialización; características altamente necesarias que el ingeniero de nuestros tiempos puede ir fomentando desde su proceso de formación como estudiante. | es_CO |
| dc.language.iso | es | es_CO |
| dc.publisher | Ediciones Universidad de América | es_CO |
| dc.rights | Atribución – No comercial - Sin Derivar | es_CO |
| dc.subject | Aprendizaje colaborativo | es_CO |
| dc.subject | Aprendizaje cooperativo | es_CO |
| dc.subject | Ingeniería de sistemas | es_CO |
| dc.subject | Collaborative learning | es_CO |
| dc.subject | Cooperative learning | es_CO |
| dc.subject | Systems engineering | es_CO |
| dc.title | Aprendizaje colaborativo vs. aprendizaje cooperativo: una experiencia dentro del contexto de la programación de computadores en ingeniería de sistemas usando problem based learning | es_CO |
| dc.title.alternative | Collaborative learning vs. cooperative learning: an experience within the context of the computer programming in systems engineering using problem-based learning | es_CO |
| dc.type | Article | es_CO |
| Appears in Collections: | C. Año 2017 Vol.10 No.2 | |
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