2026-04-29T16:00:11Zhttps://riubu.ubu.es/oai/request

oai:riubu.ubu.es:10259/80122023-11-15T01:05:22Zcom_10259_6171com_10259_5086com_10259_2604col_10259_6172

Revilla Cuesta, Víctor 722 600 0000-0003-3337-6250 Skaf Revenga, Marta 541 600 0000-0001-7205-2692 Manso Villalaín, Juan Manuel 331 600 0000-0003-4964-5128 Ortega López, Vanesa 403 600 0000-0003-0212-355X 2023-11-14T11:19:48Z 2023-11-14T11:19:48Z 2020-06 http://hdl.handle.net/10259/8012 10.3390/su12114569 2071-1050 Formative Assessment and Cooperative Work (FACW) is a teaching methodology that promotes student learning based on peer support, both in solving problems and identifying the mistakes made through feedback. The perceptions of 49 mechanical engineering students at the University of Burgos are analyzed in this article with regard to their first practical experience of FACW methodology in a technical subject, characterized by a highly complex content and a strong link between theoretical and practical concepts. The responses of the students to two blocks of open questions were evaluated in a qualitative, mixed, and statistical analysis. Various aspects that the students raised in relation to FACW could therefore be studied, such as their points of view towards: (1) The usefulness of FACW teaching modality; and (2) their preferences regarding the optimum teaching modality. The results showed that, although the students expressed favorable opinions towards FACW, they did not consider, in general, that teamwork was necessary for optimal learning, revealing a clear dependence on formal classroom presentations for the explanation of theoretical concepts. Students considered that theoretical concepts could not be autonomously acquired. Therefore, the application of the FACW teaching methodology to these courses could be especially beneficial to favor autonomous learning and to develop teamwork skills, training engineers with the right knowledge and skills today for tomorrow’s world. This research was funded by the following entities and grants: Spanish Ministry MCI, AEI, EU, and ERDF, grants PID2019-106635RB-I00, 10.13039/501100011033, and FPU17/03374; the Junta de Castilla y León and ERDF, grant BU119P17 awarded to research group UIC-231; Youth Employment Initiative (JCyL) and ESF, grant UBU05B_1274; and the University of Burgos through grant Y135 GI awarded to the SUCONS group. eng MDPI Sustainability. 2020, V. 12, n. 1, 4569 https://doi.org/10.3390/su12114569 Atribución 4.0 Internacional http://creativecommons.org/licenses/by/4.0/ info:eu-repo/semantics/openAccess Formative assessment and cooperative work Active and collaborative learning Student-centered learning environments Technical engineering subject Mixed analysis Autonomy Teamwork skills Teaching guidance Ingeniería civil Materiales de construcción Enseñanza superior Civil engineering Building materials Education, Higher Student Perceptions of Formative Assessment and Cooperative Work on a Technical Engineering Course info:eu-repo/semantics/article info:eu-repo/semantics/publishedVersion Sustainability 12 11 THUMBNAIL Revilla-sustainability_2020.pdf.jpg Revilla-sustainability_2020.pdf.jpg IM Thumbnail image/jpeg 3398 https://riubu.ubu.es/bitstream/10259/8012/4/Revilla-sustainability_2020.pdf.jpg 02f8286c14e30a465028521d5c521a26 MD5 4 LICENSE license.txt license.txt text/plain; charset=utf-8 1362 https://riubu.ubu.es/bitstream/10259/8012/3/license.txt 5d013bfa6e473ff0db22cd82a4d71a70 MD5 3 CC-LICENSE license_rdf license_rdf application/rdf+xml; charset=utf-8 908 https://riubu.ubu.es/bitstream/10259/8012/2/license_rdf 0175ea4a2d4caec4bbcc37e300941108 MD5 2 ORIGINAL Revilla-sustainability_2020.pdf Revilla-sustainability_2020.pdf application/pdf 12329681 https://riubu.ubu.es/bitstream/10259/8012/1/Revilla-sustainability_2020.pdf 724d66fefb021b15d18fcf7932963dda MD5 1 10259/8012 oai:riubu.ubu.es:10259/8012 2023-11-15 02:05:22.552 Repositorio Institucional de la Universidad de Burgos bubrep@ubu.es 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