Proceedings of the 8th International Academic Conference on Teaching, Learning and Education
Year: 2024
DOI:
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Design And Use of An Engineering Case to Learn Physics Through the Case Method
Luis Jorge Benítez Barajas
ABSTRACT:
Conceptual understanding is essential when learning engineering. For that, the design of a case study is considered, as well as the method of the case and two objectives: a) describe the design process, using the SRJU model: structure, review, judges validation and user evaluation; the dimensions of clarity, coherence, relevance, sufficiency were validated by judges; the evaluation involved piloting of student opinions and data triangulation. b) Apply the method with the IGAA model by activities: individual case reading; focal groups; plenary; anecdotal logs; assessment by judges of the dimensions of understanding; diagnostic surveys and verification of the experimental and control group. The results of the validation and evaluation of the design showed optimal levels of relevance and sufficiency; with coincidences in acceptable assessments that the case is not totally coherent with a linear reality but rather complex. When implementing the method, the judges evaluated discussion in plenary, with high levels of understanding. When evaluating logs, the results showed medium and high levels. When implementing diagnostic surveys, similar levels of preconceptions were observed in both groups. When comparing results of verification surveys, higher levels of understanding were observed in the experimental group than in the control group; the method favorably impacts understanding through dialogic socialization. However, it is rarely applied in physics and the existence of designed cases is also limited. Both models are effective for designing and qualifying Cases, due to their systematic processes that improve the dimensions of design and understanding and replicated.
keywords: Alternative teaching; active learning; conceptual understanding; inductive reasoning; Socratic dialogue