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dc.contributor.authorRevilla Cuesta, Víctor 
dc.contributor.authorSkaf Revenga, Marta 
dc.contributor.authorManso Villalaín, Juan Manuel 
dc.contributor.authorOrtega López, Vanesa 
dc.date.accessioned2023-11-14T11:19:48Z
dc.date.available2023-11-14T11:19:48Z
dc.date.issued2020-06
dc.identifier.urihttp://hdl.handle.net/10259/8012
dc.description.abstractFormative 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.en
dc.description.sponsorshipThis 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.en
dc.language.isoenges
dc.publisherMDPIes
dc.relation.ispartofSustainability. 2020, V. 12, n. 1, 4569es
dc.rightsAtribución 4.0 Internacional*
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/*
dc.subjectFormative assessment and cooperative worken
dc.subjectActive and collaborative learningen
dc.subjectStudent-centered learning environmentsen
dc.subjectTechnical engineering subjecten
dc.subjectMixed analysisen
dc.subjectAutonomyen
dc.subjectTeamwork skillsen
dc.subjectTeaching guidanceen
dc.subject.otherIngeniería civiles
dc.subject.otherCivil engineeringen
dc.subject.otherMateriales de construcciónes
dc.subject.otherBuilding materialsen
dc.subject.otherEnseñanza superiores
dc.subject.otherEducation, Higheren
dc.titleStudent Perceptions of Formative Assessment and Cooperative Work on a Technical Engineering Courseen
dc.typeinfo:eu-repo/semantics/articlees
dc.rights.accessRightsinfo:eu-repo/semantics/openAccesses
dc.relation.publisherversionhttps://doi.org/10.3390/su12114569es
dc.identifier.doi10.3390/su12114569
dc.identifier.essn2071-1050
dc.journal.titleSustainabilityen
dc.volume.number12es
dc.issue.number11es
dc.type.hasVersioninfo:eu-repo/semantics/publishedVersiones


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