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    Por favor, use este identificador para citar o enlazar este ítem: http://hdl.handle.net/10259/6264

    Título
    Self-Regulation and Rubrics Assessment in Structural Engineering Subjects
    Autor
    Sáiz Manzanares, María ConsueloUBU authority Orcid
    Sánchez Báez, Miguel Ángel
    Ortega López, VanesaUBU authority Orcid
    Manso Villalaín, Juan ManuelUBU authority Orcid
    Publicado en
    Education Research International. 2015, V. 2015, 340521
    Editorial
    Hindawi
    Fecha de publicación
    2015-01
    ISSN
    2090-4002
    DOI
    10.1155/2015/340521
    Abstract
    Present-day university systems need to educate graduates who are confident and highly independent, attributes that are especially relevant to engineering. We need to develop active methods that can analyze the prior knowledge of students and that impart teaching based on self-regulation and self-assessment by the student. In this study, we work with a sample of 116 students of architecture following a Structural Engineering subject module (61 in the experimental group and 55 in the control group). The objectives of the investigation are (1) to test whether significant differences exist in the knowledge of students after a training program in self-regulation and (2) to test whether the use of rubrics will improve the perceptions of students with regard to their own knowledge. We found that students trained in self-regulation methodologies improved their procedural knowledge in the field of structural engineering. Likewise, student self-perceptions of their own knowledge increased in relation to the design and expert assessment of structural elements and the graphic representation of constructive elements.
    Materia
    Enseñanza superior
    Education, Higher
    Psicología
    Psychology
    URI
    http://hdl.handle.net/10259/6264
    Versión del editor
    https://doi.org/10.1155/2015/340521
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    Attribution 3.0 Unported
    Documento(s) sujeto(s) a una licencia Creative Commons Attribution 3.0 Unported
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