RT info:eu-repo/semantics/article
T1 Student Perceptions of Formative Assessment and Cooperative Work on a Technical Engineering Course
A1 Revilla Cuesta, Víctor
A1 Skaf Revenga, Marta
A1 Manso Villalaín, Juan Manuel
A1 Ortega López, Vanesa
K1 Formative assessment and cooperative work
K1 Active and collaborative learning
K1 Student-centered learning environments
K1 Technical engineering subject
K1 Mixed analysis
K1 Autonomy
K1 Teamwork skills
K1 Teaching guidance
K1 Ingeniería civil
K1 Civil engineering
K1 Materiales de construcción
K1 Building materials
K1 Enseñanza superior
K1 Education, Higher
AB Formative Assessment and Cooperative Work (FACW) is a teaching methodology thatpromotes student learning based on peer support, both in solving problems and identifying themistakes made through feedback. The perceptions of 49 mechanical engineering students at theUniversity of Burgos are analyzed in this article with regard to their first practical experience ofFACW methodology in a technical subject, characterized by a highly complex content and a stronglink between theoretical and practical concepts. The responses of the students to two blocks ofopen questions were evaluated in a qualitative, mixed, and statistical analysis. Various aspects thatthe students raised in relation to FACW could therefore be studied, such as their points of viewtowards: (1) The usefulness of FACW teaching modality; and (2) their preferences regarding theoptimum teaching modality. The results showed that, although the students expressed favorableopinions towards FACW, they did not consider, in general, that teamwork was necessary for optimallearning, revealing a clear dependence on formal classroom presentations for the explanation oftheoretical concepts. Students considered that theoretical concepts could not be autonomouslyacquired. Therefore, the application of the FACW teaching methodology to these courses could beespecially beneficial to favor autonomous learning and to develop teamwork skills, training engineerswith the right knowledge and skills today for tomorrow’s world.
PB MDPI
YR 2020
FD 2020-06
LK http://hdl.handle.net/10259/8012
UL http://hdl.handle.net/10259/8012
LA eng
NO 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.
DS Repositorio Institucional de la Universidad de Burgos
RD 09-may-2024