RT info:eu-repo/semantics/article
T1 Self-Regulation and Rubrics Assessment in Structural Engineering Subjects
A1 Sáiz Manzanares, María Consuelo
A1 Sánchez Báez, Miguel Ángel
A1 Ortega López, Vanesa
A1 Manso Villalaín, Juan Manuel
K1 Enseñanza superior
K1 Education, Higher
K1 Psicología
K1 Psychology
AB 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.
PB Hindawi
SN 2090-4002
YR 2015
FD 2015-01
LK http://hdl.handle.net/10259/6264
UL http://hdl.handle.net/10259/6264
LA eng
DS Repositorio Institucional de la Universidad de Burgos
RD 04-dic-2024