HomeAbstract of 10th-icreconfThe Socratic Method as an Educational Resource Analogous to the Case Method for Conceptual Comprehension in Engineering

The Socratic Method as an Educational Resource Analogous to the Case Method for Conceptual Comprehension in Engineering

  • Nov 4, 2025
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Abstract Book of the 10th International Conference on Research in Education

Year: 2025

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The Socratic Method as an Educational Resource Analogous to the Case Method for Conceptual Comprehension in Engineering

Luis Jorge Benítez Barajas, Dr. Gilberto Castrejón Mendoza, Dra. Fabiola Escobar Moreno

ABSTRACT:

The objective of the research was to demonstrate that the Socratic Method analogous to the Case Method can improve conceptual understanding in engineering students.
The research question was: Could the Socratic Method along with the Case Method improve the comprehension of physics concepts when studying engineering subjects?
The following theories were addressed:
The Case Methodology; the inductive thought implicit, in the Scientific method; the Structured Rational thought implicit in Logic; and socialization of knowledge implicit in Narratives.
The hypothesis was: With the Socratic Method, better understanding of physical concepts in engineering.
The methodology consisted of 4 phases: 1) The method is presented and teams of students were formed; 2) The professor designs the Case; 3) Reading of the Case and planning of the short Cycle individually by the students; where a brief approach to the Case is made, by doing a quick review of titles, figures and reading the assigned questions; 4) Preparation of the long cycle in teams; in which a detailed discussion of the case is carried out, the problem was defined, data and information were analyzed, alternatives were generated and an action plan was developed.
The results when implementing the method were: With diagnostic surveys similar levels of preconceptions were observed in both groups. When comparing results from verification surveys, higher levels of understanding were observed in the experimental group than in the control group.
Conclusion, the Socrative method favorably impacts learning through collaborative work based on dialogue and triggering questions; develop reflection that carry out metacognition.

Keywords: Active Learning; Dialectics; Inductive Thinking; Mayeutics; Methodical Dialogue